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LEARNING MODULE
Junior High School Level
MODULE NO.: ISCI10- 20 - 000001
Subject: Science Grade Level: Grade 10 Teacher/s: Laila M. Salapare Quarter: 1 Week: 1 Teaching Date:
Aug. 17-22, 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
Date: Aug. 17- 18
Day 1 - 2
GENERAL INSTRUCTIONS:
- Always read and comprehend the given content standard, performance standard, competency and learning targets for each lesson given. This is highly recommended for you in order to have a clear and well-defined target in learning a given lesson.
- Carefully read and follow the instructions given. If something is unclear, try to maximize all your resources in interpreting the given instructions. 3. Time and schedule. Try your best to follow the suggested time and schedule for the given subject and topic. Be organized enough in planning your task. Maximize the given time in learning the most essential things. Take a break if needed and suggested.
- Be motivated and determined enough to learn. Always take note, learning though modules can be very challenging but with the right character, you can learn at your best. You only have yourself to help you since you have a very limited option at the moment to ask assistance from your teacher. So do your best to be independent in learning and always try to elicit the prior knowledge that you have learned from the past years of studying in SCIENCE.
- Application of learning. Always do your best to apply your learning into real life. Learning without application is senseless. 6. Reach out. Lastly, always do your best to reach out for help if you have to. Reach for help from your family members and your teacher if possible. Yet please be careful in asking for help. Try not to be fully dependent from them in doing all the task you need to accomplish. In case where it is not possible for you to conduct the activity or experiment due to lack of resources, please just coordinate with your teacher for other optional activity.
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LEARNING MODULE
Junior High School Level
LEGEND
WORDSTORM- This is a vocabulary activity to help you unlock difficult terms. LAUNCH PAD – This is a mini-lab motivational and demonstration activity that introduces the content of the lesson. This serves as the springboard of the lesson. SCI-CORE – This is the lesson proper. Real life situations are considered in presenting science to ensure that you will be able to relate to the content. BIG IDEA – These are placed in between activity and discussion so that you can easily identify essential concepts, GUIDE QUESTION – These are the question that you have to answer during the lesson proper in order to assess your comprehension of the topic. SCI-BUILDER – This is within the lesson proper, and it presents the main experiment or activity of the lesson. This portion promotes differentiated instruction.
CONTENT STANDARD
The students shall be able to understand the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges PERFORMANCE STANDARD The student shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions The student shall be able to suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes,
To begin your learning trough this module let us start by learning the CONTENT and PERFORMANCE standard which are required to be met in this Quarter. CONTENT STANDARD - Describe the knowledge and skills that students should attain, often called the "what" of "what students should know and be able to do." They indicate the ways of thinking, working, communicating, reasoning and investigating the important and enduring ideas, concepts, issues, dilemmas and knowledge essential to the discipline. PERFORMANCE STANDARD - are concrete statements of how well students must learn what is set out in the content standards, often called the "be able to do" of "what students should know and be able to do" Performance standards specify "how good is good enough." They are the indicators of quality that specify how adept or competent a student demonstration must be.
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LEARNING MODULE
Junior High School Level
Date: Aug.19- 20
Day 3- 4
ACTIVITY
LAUNCH PAD
MATERIALS
- Chocolate bar - Paper towel INSTRUCTIONS
- Refer to page 4 on your book.
- Wash your hands thoroughly and dry them with a clean paper towel. (You need to keep your hands clean so that you can still eat the chocolate bar after this activity.)
- Unwrap the chocolate bar, and place it on a clean paper towel.
- Make a new cracks on the outer layer of the chocolate bar. Imagine it as Earth’s solid surface. Observe.
- This time, hold both ends of the chocolate bar and slowly pull them apart. Pull the two ends very slowly to expose the inside layer of the chocolate bar. Make sure not to break the chocolate bar in half.
- Then slowly push both ends of the chocolate bar toward each other until some parts of it crumble. GUIDE QUESTIONS:
- What did you observe when you pulled apart the chocolate bar?
- What did each layer of the chocolate bar represent, based on the internal structure of Earth?
- What did you observe when the chocolate bar was pushed back together?
- What might you see if you were standing in a place where two tectonic plates are colliding?
In the previous activity you are able to gather your thoughts about plate tectonics by recalling and defining the related terms to this topic. Your goal in this section is to learn and understand key concepts about plate tectonics. Now to proceed and further relate those terms, this next activity will serve as scale model to introduce some of the basic concepts of the theory to you. Do your best in answering the process question.
Now that you have a clear idea about plate tectonic theory and its basic concepts, let’s learn the main idea of this lesson by carefully reading and studying the following explanation. Answer the process questions indicated below to facilitate a deeper understanding about the lesson.
Please refer to page 5 to 6 for additional details.
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LEARNING MODULE
Junior High School Level
Date: Aug. 21
Day 5
ACTIVITY
SCI-CORE (Lesson Proper)
PLATE TECTONICS
In 1977 , after decades of tediously collecting and mapping ocean sonar data, scientists began to see a fairly accurate picture of the seafloor emerge. The Tharp-Heezen map illustrated the geological features that characterize the seafloor and became a crucial factor in the acceptance of the theories of plate tectonics and continental drift. Today, these theories serve as the foundation upon which we understand the geologic processes that shape the Earth.
In much the same way that geographic borders have separated, collided, and been redrawn throughout human history, tectonic plate boundaries have diverged, converged, and reshaped the Earth throughout its geologic history. Today, science has shown that the surface of the Earth is in a constant state of change. We are able to observe and measure mountains rising and eroding, oceans expanding and shrinking, volcanoes erupting and earthquakes striking.
Before the Tharp-Heezen map of the seafloor was published in 1977, scientists had little understanding of the geological features that characterized the seafloor, especially on a global scale. The data and observations represented by the Tharp-Heezen map became crucial factors in the acceptance of the theories of plate tectonics and continental drift. The theory of plate tectonics states that the Earth’s solid outer crust, the lithosphere, is separated into plates that move over the asthenosphere, the molten upper portion of the mantle. Oceanic and continental plates come together, spread apart, and interact at boundaries all over the planet.
Each type of plate boundary generates distinct geologic processes and landforms. At divergent boundaries, plates separate, forming a narrow rift valley. Here, geysers spurt super-heated water, and magma, or molten rock, rises from the mantle and solidifies into basalt, forming new crust. Thus, at divergent boundaries, oceanic crust is created. The mid-ocean ridge, the Earth’s longest mountain range, is a 65,000 kilometers (40,390 miles) long and 1,500 kilometers ( miles) wide divergent boundary. In Iceland, one of the most geologically active locations on Earth, the divergence of the North American and Eurasian plates along the Mid-Atlantic Ridge can be observed as the ridge rises above sea level.
At convergent boundaries, plates collide with one another. The collision buckles the edge of one or both plates, creating a mountain range or subducting one of the plates under the other, creating a deep seafloor trench. At convergent boundaries, continental crust is created
