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Page: 6 of 6
LEARNING MODULE
Junior High School Level
MODULE NO.: ISCI10- 20 - 000004
Subject: Science Grade Level: Grade 10 Teacher/s: Laila M. Salapare Quarter: 1 Week: 4 Teaching Date:
Sep. 7- 12 , 2020 No. of Days:
Most Essential Learning Competency/ies
- Describe and relate the distribution of active volcanoes, earthquake epicenters, and major mountain belts to Plate Tectonic Theory
Day 1
ACTIVITY
WATCH A VIDEO
- If possible please watch the video listed below for better comprehension of the topic.
- Plate Boundaries Convergent, Divergent, and Transform Boundaries 2 by Oil and Gas Channel (8:38 duration via youtube) or simply type the link: https://www.youtube.com/watch?v=JJF7RAKzxRw Day 2
After learning different hazards caused by an earthquake, we are now down to the different types of boundaries. Learning these would allow you to have a deeper understanding about the process of plate tectonics and its effect to the earth. You would also learn the connection of these boundaries to the geological features that you are seeing today. So watch this video and have an overview about the different types of boundaries.
LEARNING OBJECTIVES
I can compare and contrast the three types of plate boundaries and their features. I can explain the process and the landforms along the plate boundaries.
Now that you have an overview about the different types of boundaries. Let us go down into the details of each type. Let us also understand the processes that goes along with it. Below are the learning objectives you need to accomplish. The focus questions for this discussion are:
- What are the three types of boundaries?
- How does divergent, transform, and convergent different from each other when it comes to the process and construction?
Page: 6 of 6
LEARNING MODULE
Junior High School Level
ACTIVITY
SCI-CORE (Lesson Proper)
1. Convergent boundaries: where two plates are colliding. Subduction zones occur when one or both of the tectonic plates are composed of oceanic crust. The denser plate is subducted underneath the less dense plate. The plate being forced under is eventually melted and destroyed. a. Where oceanic crust meets ocean crust. Island arcs and oceanic trenches occur when both of the plates are made of oceanic crust. Zones of active seafloor spreading can also occur behind the island arc, known as back-arc basins. These are often associated with submarine volcanoes. b. Where oceanic crust meets continental crust. The denser oceanic plate is subducted , often forming a mountain range on the continent. The Andes is an example of this type of collision. c. Where continental crust meets continental crust. Both continental crusts are too light to subduct so a continent-continent collision occurs, creating especially large mountain ranges. The most spectacular example of this is the Himalayas.
- Divergent boundaries – where two plates are moving apart. The space created can also fill with new crustal material sourced from molten magma that forms below. Divergent boundaries can form within continents but will eventually open up and become ocean basins. a. Divergent boundaries within continents initially produce rifts, which produce rift valleys. b. Under the sea. The most active divergent plate boundaries are between oceanic plates and are often called mid-oceanic ridges.
- Transform boundaries – where plates slide passed each other. a. The relative motion of the plates is horizontal. They can occur underwater or on land, and crust is neither destroyed nor created.
Page: 6 of 6
LEARNING MODULE
Junior High School Level
- Break one whole graham cracker into two square pieces. Then set them aside.
- Place the wax paper on a pan or any flat surface, and use the knife to spread a thick layer of frosting at the center. The amount of frosting should be the same size as the whole graham cracker but two times thicker.
- Place the two square pieces of graham cracker beside each other, on top of the frosting.
- Using the graham crackers and the frosting in places, imitate the result of diverging oceanic plates. Part B
- Take one of the graham cracker squares you used in Part A and lay it in top of another layer of frosting. This represents the thin but dense oceanic plate.
- Lay the Styrofoam next to the graham cracker so they are almost touching, end to end. The Styrofoam represents the thicker but less dense continental plate.
- Push the two “plates” slowly toward each other, and observe which plate rides over the other. Record your observations. Part C
- Use the remaining graham cracker pieces for this part. Fit the two pieces together side to side on top of another layer of frosting on a wax paper.
- Place one hand on each of graham cracker pieces and push them together by applying steady, moderate pressure. At the same time, also push one of the pieces away from you while pulling the other towards you. If you do this correctly, the cracker should hold while you increase the push-pull pressure, but it will finally break the opposite forces. GUIDE QUESTIONS:
- For part A, what did the graham crackers represent? What did the frosting represent?
- What type of feature is produced when the two plates were moved in part A?
- For part B, what happened when a tectonic plate got subducted?
- What feature was formed in the ocean, along the subduction zone in part B? For part C, why is this movement often described as “horizontal” sliding?
Prepared by:
Subject Teacher/s
Page: 6 of 6
LEARNING MODULE
Junior High School Level
Date Signed:_____
Checked by: Verified by: Approved by:
SHARON D. BALMES, LPT MARIANNE M. MASANGKAY, LPT, MMEM^ EDNA C. ESPIRITU, LPT, MSM
Academic Coordinator Assistant Principal Principal Date Signed: _____ Date Signed:_____ Date Signed:_____
Resources Reviewed by:
GEDERLYN R. SALIMO, RL, MLIS
School Librarian Date Signed: _____
IMPORTANT: This module shall properly be stamped and signed by the personnel-in-charge before releasing. Date of release shall also be indicated.
