Science 10, First Quarter Week 1: Day 1

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

earthquake epicenters, and major mountain belts to Plate Tectonic Theory
(S10ES –Ia-j-36.1)
Lesson Plan: Introduction to Plate Tectonic Theory and its Components
Grade Level: 10
Objectives:
 Students will be able to define the Plate Tectonic Theory and its
components.
 Students will be able to draw and label a diagram of the Earth's interior.
 Students will be able to explain how the lithosphere and asthenosphere
interact with each other.
Materials:
Whiteboard or chalkboard
Markers or chalk
Earth's interior diagram handout
Worksheet for labeling the Earth's interior diagram
Plate tectonic theory handout
Procedure:
Introduction (5 minutes)
Greet the students and introduce the topic of plate tectonics.
Ask if anyone has heard of plate tectonics before, and if so, to briefly explain
what it is.
Explain that over the next few days, we will be learning about plate tectonics,
including its components and how they interact with each other.
Lecture (20 minutes)
Use the whiteboard or chalkboard to draw a diagram of the Earth's interior,
labeling each layer (crust, mantle, outer core, inner core).
Explain the characteristics and composition of each layer.
Introduce the concept of the lithosphere and asthenosphere and explain how
they differ from the other layers.
Define divergent, convergent, and transform boundaries and explain how they
are related to plate tectonics.
Activity (20 minutes)
Hand out the Earth's interior diagram worksheet and have students label the
different layers and mark the boundaries.
Have students draw and label a new diagram of the Earth's interior, including
the lithosphere and asthenosphere, and explain how they interact with each
other.
Closure (5 minutes)
Ask the students to share their diagrams with the class and explain how the
lithosphere and asthenosphere interact with each other.
Distribute the plate tectonic theory handout and ask the students to read it for
the next class.
Assessment:
Student participation in the activity and class discussion.
Accuracy and completeness of the Earth's interior diagram worksheet and the
student's diagram.
Understanding of the lithosphere and asthenosphere interaction with each
other.
Extension:
Have students research and present a case study of a real-life example of plate
tectonics, such as the formation of the Hawaiian Islands or the subduction of
the Juan de Fuca plate.
 Science 10, First Quarter Week 1: Day 2
Learning Competency: Describe and relate the distribution of active volcanoes,
earthquake epicenters, and major mountain belts to Plate Tectonic Theory
(S10ES –Ia-j-36.1)
Title: Types of Volcanoes and their Location on the Earth’s Surface
Grade Level: 10
Duration: 60 minutes
Objectives:
Students will be able to define and describe the different types of volcanoes.
Students will be able to identify the different types of volcanoes on a world
map.
Students will be able to understand the relationship between the location of
volcanoes and tectonic plate boundaries.
Materials:
World map (preferably a map that shows tectonic plate boundaries)
Handouts with information about different types of volcanoes
Markers, colored pencils or crayons
Procedure:
Introduction (10 minutes)
Begin by asking students if they remember what a volcano is and how it is
formed. Briefly review the concept of volcanoes, their formation and their
impact on the environment. Then, introduce the topic of the day, which is the
different types of volcanoes and their location on the earth’s surface.
Types of Volcanoes (20 minutes)
Distribute handouts with information about the different types of volcanoes -
shield, cinder cone and composite. Discuss the characteristics of each type of
volcano and how they differ from each other. Show pictures or videos of each
type of volcano for visual representation.
Volcanoes on a World Map (20 minutes)
Provide each student with a world map and ask them to label and color the
different types of volcanoes on the map. Help them identify the locations of the
volcanoes by showing them the tectonic plate boundaries on the map. Students
should label and color the volcanoes according to their type - shield, cinder
cone, or composite. Encourage them to use different colors for each type of
volcano to make it easy to distinguish.
Conclusion (10 minutes)
Collect the maps from the students and display them on the board or wall.
Discuss the maps and ask students to share what they learned about the
different types of volcanoes and their locations. Emphasize the relationship
between the location of volcanoes and tectonic plate boundaries. Conclude the
lesson by encouraging students to continue learning about volcanoes and their
impact on the environment.
Assessment:
Students will be assessed based on their ability to:
Define and describe the different types of volcanoes.
Identify the different types of volcanoes on a world map.
Understand the relationship between the location of volcanoes and tectonic
plate boundaries.
Extension Activity:
Have students research a famous or active volcano and create a poster or
presentation on its location, type, history, and impact on the environment.
Encourage them to include pictures or videos to make the presentation more
engaging.
 Science 10, First Quarter Week 1: Day 3
Learning Competency: Describe and relate the distribution of active volcanoes,
earthquake epicenters, and major mountain belts to Plate Tectonic Theory
(S10ES –Ia-j-36.1)
Earthquake Epicenters - Causes of Earthquakes and their location on the
earth’s surface.
Lesson Objective:
Explain the different types of earthquakes and their causes. Students should
be able to plot earthquake epicenters on a world map and understand the
relationship between earthquakes and plate tectonics.
Materials:
 World map
 Colored pencils or markers
 Handouts on different types of earthquakes and their causes
 Computer or projector to display instructional materials
 Internet access for research
Procedure:
Warm-up Activity (10 minutes):
Begin the class by asking the students if they know the different types of
earthquakes and their causes. Allow them to share their knowledge with the
class. If there are no responses, provide a brief overview of what will be covered
in the lesson.
Instructional Materials (20 minutes):
Provide the class with handouts or show instructional materials that explain
the different types of earthquakes and their causes. You can discuss the
following types of earthquakes:
Tectonic earthquakes: caused by the movement of the Earth's tectonic plates
Volcanic earthquakes: caused by the movement of magma within a volcano
Collapse earthquakes: caused by the collapse of underground cavities or mines
Explosion earthquakes: caused by the detonation of explosives
Class Discussion (15 minutes):
Facilitate a class discussion to ensure students understand the different types
of earthquakes and their causes. Ask questions such as:
What type of earthquake is most common in your region?
Why are tectonic earthquakes more common than other types of earthquakes?
What are some recent examples of significant earthquakes around the world?
Mapping Exercise (30 minutes):
Provide students with a world map and colored pencils or markers. Instruct
them to plot the epicenters of significant earthquakes that have occurred in the
last decade. They can use the internet to research the earthquake locations if
needed. As students plot the epicenters, encourage them to consider the
relationship between earthquake locations and plate tectonics.
Recap and Conclusion (5 minutes):
Recap the main points of the lesson, emphasizing the different types of
earthquakes, their causes, and the relationship between earthquakes and plate
tectonics. Encourage students to continue learning about earthquakes and to
be aware of the potential hazards in their region.
Assessment:
Assess students' understanding of the lesson by checking their earthquake
epicenter maps and their participation in the class discussion. Ask follow-up
questions to ensure they understand the relationship between earthquakes
and plate tectonics.
 Science 10, First Quarter Week 1: Day 4
Learning Competency: Describe and relate the distribution of active volcanoes,
earthquake epicenters, and major mountain belts to Plate Tectonic Theory
(S10ES –Ia-j-36.1)
Detailed lesson Plan: Major Mountain Belts
Grade level: 10
Subject: Earth Science
Duration: 45-50 minutes
Objective:
•To understand the formation of mountain belts and their location on the
earth's surface.
•To learn about the different types of mountain belts and their characteristics.
•To be able to label and identify the different types of mountain belts on a
world map.
Materials:
•World map
•Whiteboard and markers
•Handouts with information on different types of mountain belts
•Colored pencils or markers
Procedure:
Introduction (5-7 minutes):
1.Begin the lesson by asking the students if they have ever seen a mountain
before. If yes, ask them to describe it, if not, show them a picture of a
mountain.
2.Ask the students if they know how mountains are formed.
Body (30-35 minutes):
1.Use a whiteboard or a projector to show the world map to the students.
2.Explain that mountains are formed due to tectonic activity, which is caused
by the movement of the earth's crustal plates.
3.Discuss the different types of mountain belts and their characteristics with
the help of handouts. You can cover the following types:
•Fold Mountains: Formed due to the compression of two tectonic plates.
•Fault-Block Mountains: Formed due to the movement of a large block of rock
along a fault line.
•Dome Mountains: Formed due to the uplifting of a large region of the earth's
crust.
•Volcanic Mountains: Formed due to volcanic activity.
4.After discussing each type, ask the students to identify and label the different
types of mountain belts on the world map using colored pencils or markers.
Encourage the students to work in groups to complete this activity.
5.Walk around the class, answer any questions that students may have, and
help them as they work on the activity.
Conclusion (8-10 minutes):
1.Ask the students to share their labeled maps with the rest of the class.
2.Recap the main points of the lesson.
3.Ask the students to reflect on what they have learned and write down one
thing that they found interesting or useful.
Assessment: The labeled world maps will be assessed to ensure that the
students have understood the different types of mountain belts and their
location on the earth's surface.
Extension: For students who finish early, you can encourage them to research
and write a short paragraph about a specific mountain belt that interests them
 Science 10, First Quarter Week 1: Day 5
Learning Competency: Describe and relate the distribution of active
volcanoes, earthquake epicenters, and major mountain belts to Plate Tectonic
Theory (S10ES –Ia-j-36.1)
Lesson Plan: Plate Boundaries - Divergent, Convergent and Transform
Boundaries and their effects on the Earth’s surface
Grade Level: 10
Objectives:
 Students will be able to identify the three types of plate boundaries -
divergent, convergent and transform.
 Students will understand the effects of plate boundaries on the earth's
surface.
 Students will be able to locate and explain the different plate boundaries
on a world map.
Materials:
World map
Whiteboard and markers
Handouts with diagrams of plate boundaries
Internet access for research
Procedure:
Introduction (5 minutes):
Begin the class by introducing the topic of plate boundaries and their effects on
the earth's surface. Ask students if they know what plate boundaries are and
how they affect the earth's surface. Give a brief overview of the three types of
plate boundaries.
Types of Plate Boundaries (15 minutes):
Explain the three types of plate boundaries - divergent, convergent and
transform - using diagrams and examples. Show the students the locations of
these boundaries on a world map.
Effects of Plate Boundaries (20 minutes):
Discuss the effects of plate boundaries on the earth's surface. This includes the
formation of mountains, earthquakes, and volcanic activity. Use examples and
diagrams to illustrate these effects.
Mapping Plate Boundaries (15 minutes):
Distribute a world map to each student and ask them to locate the different
types of plate boundaries. Students can work in pairs or individually. Once
they have identified the boundaries, ask them to label them and write a brief
explanation of each boundary.

Wrap-Up and Reflection (5 minutes):

Conclude the lesson by asking students to share their findings with the class.
Ask them to reflect on what they have learned and how it can be applied to
their daily lives. Encourage them to ask any questions they may have.
Remarks:
It is important to have a visual aid such as a world map to help students
understand the locations of the different types of plate boundaries.
Encourage students to research plate boundaries on their own to gain a deeper
understanding of the topic.
Provide extra help for students who are struggling to understand the topic.
Reflection:
Overall, this lesson was successful in helping students understand the
different types of plate boundaries and their effects on the earth's surface. The
use of diagrams and examples helped students visualize the concept better.
Mapping the plate boundaries on a world map was an engaging activity that
allowed students to apply their learning. In future lessons, it would be helpful
to include more interactive activities to further engage students and encourage
active learning.

Prepared by:
CHERAMAE B. MORALES-ORTEGA
Teacher-l
Checked:
RESA V. ELIZALDE
Principal-l