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June 17 – August 13, 2019


The Learners demonstrate an understanding The Learners independently:

of: 1. Demonstrate ways to ensure disaster
1. The relationship among the locations of preparedness during earthquakes, tsunamis,
volcanoes, earthquake epicenters, and and volcanic eruptions
mountain ranges. 2. Suggest ways by which he/she can contribute
to government efforts in reducing damage
due to earthquakes, tsunamis, and volcanic
1. How do the structure and composition of the
Using maps, learners will discover that Earth cause geologic activities and physical
volcanoes, earthquake epicenters, and mountain
ranges are not randomly scattered in different
places but are located in the same areas. This will 2. What are the possible causes of the lithospheric
lead to an appreciation of plate tectonics—a plate movements?
theory that binds many geologic processes such 3. What proves the movement of the tectonic
as volcanism and earthquakes. plates?
4. What is the relationship among the locations of
volcanoes, earthquake epicenters, and mountain

Plate Boundaries and Processes and Landforms along Plate

No. of Hours: 11 hours

The learners should be able to:
1. Describe the different types of plate boundaries
2. Explain the different processes that occur along the plate boundaries

1. I can enumerate the different types of plate boundaries.
2. I can differentiate the types of plate boundaries.
3. I can identify the different processes that occur along the plate boundaries.
4. I can differentiate the processes that occur along the plate boundaries.
5. I can locate the different examples of land formations along plate boundaries.
Session 1
The learners put check in the box to correspond in their answer:

Concepts True False

1. Divergent boundaries were formed by tectonics plates that are sliding pass
to each other.
2. The collision of two tectonic plates against each other forms a convergent
3. In the convergent boundary, the plates were moving away from each other.
4. Convergent boundaries can happen in both continental and oceanic crust.
5. Divergent boundaries are formed when two tectonic plates are moving
away from each other.
6. Transform boundary does not create neither destroy landforms.
7. Spreading of sea-floor is a result of oceanic-oceanic plate convergence.
8. The collision of two continental plates creates subduction zone and
volcanic mountains.
9. Mid-oceanic ridges are formed by divergent plate boundaries.
10. Subduction zone is the place where two lithospheric plates come together,
one overriding over the other.

Learners will be taught three hand movements that depicts the three movements
associated with formation of plate boundaries.
Step 1: Demonstrate to the learners the Convergent boundary by
moving your hands (palms down) against each other

Step 2: Demonstrate to the learners the Divergent boundary by

moving your hands (palms down) away from each other

Step 3: Demonstrate to the learners the Transform boundary by

moving your hands (palms down) sliding pass each other

 Then instruct the learners to demonstrate the hand movements everytime you mention the different
types of plate boundaries.
 Perform this drill from time to time for learners to review the different plate bounderies.
 Ask the learners to describe and explain the movement of plate boundaries based on the hand
movements they have learned.
Session 2 – 3
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 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.


Part A: Converging Continental Plate and Oceanic Plate
Let the learners study Figure 1 showing cross-sectional diagram of plates that are converging and
answer the questions that follow.

1. What type of plate is Plate A? What about Plate B? Why did you say so?
2. Describe what happens to Plate A as it collides with Plate B? Why?
3. What do you think will happen to the leading edge of Plate A as it continues to move
downward? Why?
4. What do you call this molten material?
5. What is formed on top of Plate B?
6. As the plates continue to grind against each other, what other geologic event could take place?

Summarize the answers and ideas that was generated from learners’ answers and explain the key
concepts that 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. Geologic events such as formation
of volcanoes and trenches as well as occurrence of earthquake will take place because of this process.

Part B: Convergence of Two Oceanic Plates

1. Recall the subduction process and the geologic events that will take place because of the
2. Tell the learners that two oceanic plates could also collide because of plate tectonics.
3. Introduce the next activity. This time the learners 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 learners to draw a diagram showing what they think would be the outcome
of this event.
1. Let the learners study Figure 2. It shows a cross-section of two converging oceanic plates.
2. Using their knowledge gained from the previous activity, let them identify the geologic events
or features resulting from this collision.
1. What are the geologic processes/events that will occur because of this plate movement?
2. What geologic features might form at the surface of Plate A?
3. 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 ocean?

Summarize the answers and ideas that was generated from learners’ answers and explain the key
concepts that 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.
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

1. 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 learners will mention regarding the last question. After all the ideas
had been presented, tell the learners that they will check their answers after they perform the next

Session 4
ACTIVITY 3: Head-On Collision
 modeling clay
 2 blocks of wood
 paper
1. On a piece of paper, flatten the modeling clay with the palm of your hand.
2. Cut the clay into four strips; each strip should be 0.5 cm thick, 4 cm wide, and 12 cm long.
3. Put 4 strips one on top of the other.
4. Place a block of wood at each end of the clay strips and slowly push the two blocks together.
Observe what happens to the clay
1. What happened to the strips of clay as they were pushed from opposite ends?
2. If the strips of clay represent the Earth’s lithosphere, what do you think is formed in the
3. What other geologic event could take place with this type of plate movement aside from your
answer in 2?
4. In terms of the consequences on the Earth’s lithosphere, how will you differentiate this type of
convergent plate boundary with the other two?

Summarize the answers and ideas that was generated from learners’ answers and explain the key
concepts that 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.

Session 5
1. Start the lesson by saying “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?” This will serve as the springboard for the next lesson.
2. The next activity “Going Separate Ways,” will require learners to analyze four pictures. The
two topmost pictures are rift valleys while the bottom two are oceanic ridges.

 Photographs of Rift Valleys and Oceanic Ridges
1. Let the learners analyze the photographs of rift valleys (topmost pictures) and oceanic ridges
below, and answer the questions that follow.

1. What are common in the four pictures?
2. Millions of years ago, the land masses in each picture were once connected. What do you think is
happening to the Earth’s crust in those pictures?
3. If this event continues for millions of years, what do you think will be the effect on the crust?
4. Complete the drawing below to illustrate your answer in question number 3

At Present

After millions of years

Summarize the answers and ideas that was generated from learners’ answers and explain the key
concepts that:
a. Divergent boundaries occur along spreading centers where plates are moving apart and new
crust is created by magma pushing up from the mantle.
b. 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
c. 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

Session 6
ACTIVITY 5: Slide and Shake
1. The learners will simulate how transform-fault boundary is formed.
 four blocks of wood: blocks 1 and 4 measures 5 cm x 5 cm x 10 cm while blocks 2 and
3 measures 5 cm x 5 cm x 15 cm
 two hook screws
 sandpaper
a. Attach a hook screw on one end of Blocks 2 and 3.
b. Arrange the blocks as shown in the illustration below.
c. Place sandpaper on the side of the blocks where they all meet.
d. Slowly pull Blocks 2 and 3 on its hook screw to the direction indicated by the arrow.
Observe the motion of the blocks.

a. Were you be able to pull the blocks of wood easily? Why or why not?
b. What can you say about the relative motion of blocks 1 and 2? How about blocks 3 and
c. How will you describe the interaction between blocks 2 and 3 as you pull each block?
d. What is the interaction between blocks 1 and 3? How about between blocks 2 and 4?

2. After the activity has been performed, 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?
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 learners that this is another type of plate boundary called transform-fault boundary.
4. Tell the learners 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 learners what they think would the consequence be if plates move horizontally past
each other.

Summarize the answers and ideas that was generated from learners’ answers and explain the key
concepts that Transform-fault boundaries are where two plates are sliding horizontally past one another.
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.

Session 7
ACTIVITY 6: Drop It Like It’s “Hot Spot”
1. Show the learners an aerial picture of the Hawaiian
2. Tell them that the Hawaiian islands are volcanic
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
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.

 alcohol lamp
 test tube
 test tube holder
 bond paper (2 sheets)
 match
 water
1. Attach one end of the bond paper to the end of another bond paper.
2. Fill 3/4 of the test tube with water and heat it over an alcohol lamp.
3. While waiting for the water to boil, place the paper on top of the test tube. Be sure that the
two are in contact.
4. Once the water starts boiling and fumes are coming out, hold the paper in the same position
for the next 10 seconds.
5. After 10 seconds, move the bond paper very slowly and horizontally by 10 centimeters. See
to it that the paper and test tube are still in contact.
6. Repeat step 5 after another 10 seconds and observe.

1. What can you see on the surface of the bond paper?
2. Let’s say that the paper represents the Earth’s crust; what do you think is represented by the
water in the test tube?
3. What geologic feature do you think will be formed at the surface of the crust? Q39. Which
of the features, at the surface of the crust, will be the oldest? the youngest? Label these on
your paper.
4. Which of the features will be the most active? The least active? Label these on your paper.

Summarize the answers and ideas that was generated from learners’ answers and explain the key
concepts that:
a. A “hot spot” is an area in the mantle from which hot materials rise as a thermal plume.
b. 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.
c. 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.
Session 8
1. How do we differentiate the different plate boundaries?
2. How plate tectonics do contributes to the formation of different geological features?
3. What is the relationship between plate boundaries and land formations?
4. What are the impacts of plate boundaries and processes around plate boundaries in our daily life?
5. How can we prepare ourselves to the impacts of these geological phenomena?
Session 9

Summative Assessment: Quiz

1. Which plate boundaries does not create nor destroy any landform?
a. Convergent c. Transform
b. Divergent d. none of these

2. Plates A and B shows a divergent boundary. If plate C is adjacent to both plates and does not show any relative motion,
what type of plate boundary is present between A and C?
3. What geologic event is most likely to happen at the given type of plate boundary in no. 2?
a. Earthquake c. rift valley
b. Mountain formation d. volcanic eruption
4-6: Predict what geological features could result out of this plate boundary (3 possible answers)

4. __________________________
5. __________________________
6. __________________________
7. Right in the middle of an island, you can find a rift valley. What type of plate boundary exist on that island?
8. What do you expect to find parallel to a volcanic island arc?
9. You are an oceanographer. As you do your study, you notice that there is a portion in the ocean floor which is relatively
much deeper that the rest. What more likely is that deeper part?
10. What plate boundary is formed between the Philippine plate and Eurasian plate?

Plate Boundaries, Processes and Landforms

Plate Boundaries Geological Processes Resulting Landforms
Transform 11. 12.

13. 14. Volcanic Island arc, trench

Convergent (continental-continental) Folding/uplifting 15.

Divergent (Oceanic-Oceanic) 16. Mid-oceanic ridge

17. Subduction Volcanic mountain range

18. Rift valley 19.

20. Example of Convergent (oceanic-oceanic) plate boundary __________________________________

Session 10

We are quite aware that our country is susceptible to different disasters such as
earthquakes, volcanic eruptions, and tsunamis. Therefore, it is a must for us to prepare and
ensure our safety and survival when these disasters strike. You and your group as an advocate
of Disaster preparedness in your family and community, your goal is to help your family prepare
for an impending emergency. You and your group task is to prepare an emergency kit for the
whole family. Decide what items should be in your emergency kit and be ready to present it in
The scoring rubric below will be used in assessing your kit:
CRITERIA 1 2 3 4
Survival Kit Items None of the items A few of the items At least 8 items are At least 10 items
are necessary for are clearly clearly necessary are clearly
survival during or necessary for for survival during necessary for
after a disaster. survival during or or after a disaster. survival during or
after a disaster. after a disaster
Labels and Uses None of the items A few of the items At least 8 of the At least 10 items
are labeled are labeled items are labeled are labeled
properly and there properly and a properly and a properly and a
is no reason for reason for each reason for each reason for each
including it in the item is included on item is included on item is stated on a
survival kit. a separate sheet of a separate sheet of separate sheet of
paper. paper. paper.

Neatness and The kit is not The kit is The kit is done The kit is neatly
Effort Exerted organized. It looks somewhat well with some organized and
like the student organized and it organization and labeled as
threw it together at looks like the labeling. It necessary. Much
the last minute student ran out of appears the time and effort
without much time or didn’t take student worked were put into
care. care of the project. hard on it. creating this

Session 11
3 Learners from the class will be called to fill in the following information.
1. The most important thing I learned about Plate boundaries, processes and land

2. The two (2) things I still want to know about Plate boundaries, processes and land
(1) .
(2) .

3. The question/s I still have in mind is/are:

Prepared and Submitted by: Checked and Noted by: Evaluated and Approved by:

Subject Teacher BERNARDINO School Principal
Subject Coordinator


_____________________________ ___________________________ ___________________________