10

Science
Quarter 1 – Module 1:
Introduction To Plate Tectonics

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Science – 10
Self-Learning Module (SLM)
Quarter 1 – Module 1: Introduction to Plate Tectonics
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Development Team of the Module

Writers: Maritess D. Consolacion and Ramona S. Estoque

Editors: Yolka Barbecho
Reviewers: Edilbert A. Reyes
Illustrator:
Layout Artist: Lourabelle Sibuco
Cover Art Designer: Reggie D. Galindez
Management Team: Romelito G. Flores, CESO V – Schools Division Superintendent
Mario M. Bermudez, CESO VI – Asst. Schools Division Superintendent
Juliet F. Lastimosa, CID Chief
Sally A. Palomo, EPS - LRMS
Gregorio O. Ruales, EPS – ADM Coordinator
Nerissa A. Alfafara – EPS – Science
Edilbert A. Reyes – Division Science Coordinator

Printed in the Philippines by Department of Education – General Santos City

Office Address: Tiongson St., Lagao, General Santos City

Telefax: (083) 552-8909
E-mail Address: depedgensan@deped.gov.ph
 10

Science
Quarter 1 – Module 1:
Introduction to Plate Tectonics

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Introductory Message
For the facilitator:

Welcome to the Science for Grade 8 Self-Learning Module (SLM) on Introduction to

Plate Tectonics!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the learner:

Welcome to the Science for Grade 8 Self-Learning Module (SLM) on Introduction to

Plate Tectonics!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
5
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in
What I Need to Know the module.

This part includes an activity that aims to

check what you already know about the
What I Know lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

This is a brief drill or review to help you link

the current lesson with the previous one.
What’s In

In this portion, the new lesson will be

introduced to you in various ways such as a
What’s New story, a song, a poem, a problem opener, an
activity or a situation.

This section provides a brief discussion of

the lesson. This aims to help you discover
What is It and understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

This includes questions or blank

sentence/paragraph to be filled in to process
What I Have Learned what you learned from the lesson.

This section provides an activity which will

6
 What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.

This is a task which aims to evaluate your

level of mastery in achieving the learning
Assessment competency.

In this portion, another activity will be given

to you to enrich your knowledge or skill of
Additional Activities the lesson learned. This also tends retention
of learned concepts.

This contains answers to all activities in the

module.
Answer Key

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

7
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the concept on the Lithosphere. The scope of this module
permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you
are now using.

After going through this module, you are expected to:

● Describe the distribution of active volcanoes, earthquake epicenters, and
mountain major belts; S9ES-Ia-j-36.1

And, specifically you are to:

1. describe the earth’s lithosphere;

2. describe plate tectonics;

3. explain the different types of seismic waves;

4. locate the epicenter of an earthquake using the triangulation

method; and

5. determine the distance time graph of the interval of secondary

and primary waves.

What I Know

Before you start to explore this module, let us check your knowledge with
some of these questions. Are you ready? Let’s start!

8
 Encircle the letter of the correct answer.

For question 1-2 refer to the figure above:

1. You were provided with data showing the arrival of P and S waves
recorded from three seismic stations. Which of these can you possibly
determine?
A. the damage at the focus
B. the location of the epicenter
C. the distance to the earthquake
D. the intensity of the earthquake

2. How is the distance to the epicenter measured using the data from the
seismogram?
A. through the speed of the surface waves
B. through the arrival time of surface waves
C. through the difference in the arrival times of the P and S-waves
D. through the ratio of the amplitude of the largest P and S-waves

3. Why does oceanic crust usually subduct beneath the continental crust
when tectonic plates collide?
A. thicker than continental crust
B. thinner than continental crust
C. denser than the continental crust
D. less dense than the continental crust

9
 (Science Grade 10 LM p. 10)

4. Based from the graph above, what is the distance of the epicenter from
the seismic station?
A. 900 kilometers
B. 600 kilometers
C. 1800 kilometer
D. 9000 kilometers

5. If you will visit a place in the pacific known to be a long convergent

plate, which of these should you not expect to see?
A. Rift valleys
B. active volcanoes
C. volcanic islands
D. Mountain ranges

6. What causes plates to move?

A. the movement of water in it
B. intense heat in the earth’s core
C. the travelling of P and S waves under it
D. it is a normal phenomenon without any reason

7. Where is the epicenter of this hypothetical earthquake?

A. above the surface
B. it is located at the hypocenter
10
 C. It is where the damage of the earthquake focused.
D. It is located at the point where the earthquake starts to
rapture
7. What safety precautions are you going to do if you are in inside a
big building when earthquake strikes?
A. run for your life
B. call your mother
C. run to safety area
D. duck, cover and Hold

9. Which of the following describes the epicenter of the earthquake?

A. it is the point where the PP and S travel
B. .it is point where the hypocenter is located.
C. It is a point in the crust where damages happen
D. It is a point in the crust where a seismic rupture begins.

10. It is 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
A. The Pangaea Theory
B. The Theory of Rocks
C. The Theory of the Earth
D. The Plate Tectonic theory

11. How do you describe the earth’s lithosphere?

A. It is made up of purely part of the crust.
B. It is made up of purely part of the mantle.
. C. It consists layers, the crust and the lower part of the mantle.
D. It is made up of layers, the crust and the upper part of the
mantle.

12. How do you describe plate tectonics?

A. It is the movement of the plates in one direction.
B. It is the slow movement of the plates in one direction.
C. It is a lithosphere of the earth that moves slowly but not
Constantly.
D.A theory which suggests that earth’s crust is made up of
plates that interact in various ways, thus producing
earthquake’s, mountains, volcanoes and other geologic
features.

11
13. In what direction does Pacific plate move?
A. going to the East
B. going to the West
C. going to the South
D. going to the North

14. How will you describe the distribution of active volcanoes?

A. Mostly, volcanoes are found along the edges of some
continents and they are not randomly distributed.
B. Volcanoes are distributed randomly and most of them are
found along the edges of the continent.
C. Mostly, volcanoes are found in the center of the continents.
D. None of these

15. Which of these is false about crustal plates?

A. vary in thickness
B. thickest in the mountain region
C. include the crustal and upper mantle
D. have the same thickness everywhere

12
 Lesson
Introduction to Plate
1 Tectonics

Our country is blessed with so many land features such as mountains and
volcanoes. And did you know that these features can be sources of different
minerals or can be used for agricultural purposes, yes, it is true, but sometimes
these features can be a source of destruction to our properties or even loss of our
lives.

What’s In

In your grade 9 you were taught the different types of volcanoes. Can you name
one? Can you differentiate active and inactive volcanoes and how volcanoes erupt?
What do you think is the implication if the Philippines is located in the Pacific Ring
of Fire?

Let’s try to read the article below and answer the following questions.

The Angry Taal Volcano

By Marimona

It was a very terrifying eruption! that force people to evacuate, when Taal
Volcano erupted last January 12, 2020 at Batangas Philippines.

The volcano released the large amount of ashes, lava and other small rocks
that cover the nearby communities, its buildings, houses, plants, rice fields,
live stocks, fishes, even their pets like dogs and other sources of living in the
people of Taal.

Due to the eruption of Taal Volcano many people lives nearby were very
much affected. Some of them died due to suffocation and breathing
13
 problems.

Due to heavy ash fall from the volcanic eruption, it inhibits road accidents,
rail traffics, the access to drinking water and air quality became terrible. The
damage caused by the eruption is very visible in all places nearby Taal.

Volcano eruption is dangerous especially if it is in the middle of the water

because it might create a volcanic tsunami.

The affected people of Taal have no choice but to follow the order of the
President not to return immediately in their houses because of that expected
volcanic tsunami or the aftershock that might happen.

TASK:

After reading the article, summarize the effects of the Taal volcano eruption to its
surroundings nearby (both living and non-living things). Show these using a
concept map.

14
Great Job. Let’s talk about it!

Due to the eruption of Taal Volcano located in Batangas, last January 12, 2020,
many people were affected. This caused damages to their properties and even lives.

Before you proceed, read the following terminologies that are used in this module.

1. Aftershock - a smaller earthquake following the main shock of a large

earthquake
2. Earthquake - is the shaking that radiates out from the breaking of rocks
3. Epicenter – the point on the earth’s surface vertically above the focus of an
earthquake
4. Faults – is a feature or zone of fractures between blocks or rock
5. Focus – is the point where the rocks start to fracture
6. Ring of Fire – is a major area in the basin of the Pacific ring of Fire
7. Seismograph – an instrument that measures and records details of
15
 earthquakes, such as force duration

What’s New

In this activity you are going to explore more about earth's surface by doing Activity
Number 1 entitled What Makes up a Lithosphere.
Now that you already know what happens when volcanoes erupt and explain how
this will affect the life of the people. Let us explore the several features of the earth
and why they continuously move by doing the next activity.

Activity 1: What makes up a Lithosphere?

Objective:

1. Describe Earth’s lithosphere and plate tectonics

Procedure:
1. Study picture below and answer the following guide questions.

16
 Science Grade 10 LM p.6
Guide Questions:

1. How do you describe the earth’s lithosphere?

______________________________________________________________________
______________________________________________________________________
____________________________

2. How is continental crust different from Oceanic crust according to its

density and thickness?
_____________________________________________________________________
_____________________________________________________________________
____________________________
Refer to figure 2 in answering questions 3 and 4.

Science Grade 10
LM p.7

3. Describe plate tectonics.

___________________________________________________________________
___________________________________________________________________
__________________________
4. What are the seven relatively large tectonic plates?

_________________________________________________________________

17
 ________

Activity 2: Let’s make a Wave!

Objective:

1. Explain the different types of Seismic Waves particularly the body waves
(primary and secondary wave)

Materials:

 slinky coil spring

 One 2-meter rope

Procedures:

1. Place the Slinky on a flat surface. Have your partner hold the opposite
end of the Slinky. If you don't have a partner, you can tie the Slinky
onto a hook in the wall or onto a door knob (close the door first) and try
this activity in the air.

2. Holding the other end of the Slinky, walk away from your partner, or
from the wall or door.

3. Stop walking away when the Slinky isn't sagging anymore (if in the air)
or there is no slack. Don't pull the Slinky too tight; just take up the
slack.

4. Push your end of the Slinky towards your partner in one, quick motion
(if the Slinky is suspended in the air, quickly jerk your end of the
Slinky towards the wall and then back). Don't let go of the Slinky.

Guide Questions:

1. What do you observe in the slinky as you push your slinky towards
your partner?
_______________________________________________________________________
_______________________________________________________________________
______________________________
18
 2. Illustrate your observation.

5. At this time use the 2-meter rope, hold the other end while
your partner is on the opposite.
6. Move one end of the rope up and down to produce waves.

Guide Questions
1. What do you observe in the rope as you move it up and down?

2. Illustrate your observation.

Congratulations for doing the activity!

Did you enjoy it? Let us remember that These Primary or P waves and Secondary S
waves are the seismic waves that help us locate the epicenter of the earthquake.
The P can travel through solids while S waves travel in all media. Thus, these
waves are used by seismologists to find locate the epicenter of earthquakes.
In order for you to explore more in finding the epicenter of earthquakes, let’s do
activity 3 entitled “Find the Center”
Activity 3: Find the Center

Objective:

1. Locate the epicenter of an earthquake using the triangulation method

Materials:
 Hypothetical records of earthquake waves

19
  Philippine map
 Drawing compass and ruler

Procedures:

1.Study the date showing the difference in the arrival time of P-waves and
S-waves on three seismic recording stations.

Recording station Time difference in Distance of

the arrival time of epicenter from the
P-wave and S- station(kilometer)
wave(seconds)
Batangas 44.8
Puerto Princesa 32
Davao 38.4

2. Compute the distance of the epicenter from each of the stations using
this formula,

d= Td/ 8s x 100 km

Where d = distance (km)

Td = time difference in the arrival time of P - wave and S – wave
(seconds)

3. Choose one of the recording stations and measure the computed

distance on the map scale (the scale of the map in figure 3 is 1.5 cm:
200km.) Set your compass for that computed distance

4. Center your compass on the station you have chosen. Draw a circle:

5. Repeat step 3 and 4 for the rest of the stations. You should get
three circles that intersect or nearly intersect at a point. This
intersection is the epicenter.

20
 Photo come
from the Science Grade 10 LM page
Guide Questions:
1. Where is the epicenter of this hypothetical earthquake?
___________________________________________________________________________
___________________________________________________________________________
2. What difficulty will you encounter if you only have data from two
recording stations?
_____________________________________________________________________
____________________________________________________________________

How did you find the activity? If you’re done, nice work! You made it!

Finding the epicenter of the earthquakes needs to have at least three locations in
three different receiving stations. What do they receive in every station? It is the P
and S waves. P waves arrive first in the station and will be recorded in a
seismograph, followed by the S wave. It can easily be detected if the location is not
too far, but if it is very far distance, seismologists used the distance –time graph
similar to our next activity “How Far am I from the Earthquake?”

Activity 4: How Far am I from the Earthquake Epicenter?

21
Objective:

1. determine the distance time graph of the interval of primary and

secondary waves

Procedure:
1. Study the graph below.
2. Plot the data of distance of epicenter from the station against time
difference in the arrival time of P and S waves. (Please see the data from
activity 4, find the center).
3. Connect the points of the distance and time to produce a distance-time
graph.

Distance kilometer
(Km) from epicenter

Figure 4.
Distance-time graph

The distance-time graph above shows that the S-P interval is about 10 minutes.

Guide Questions:

1. Based on your graph, what is the distance of the epicenter from the
seismic stations?
________________________________________________________________________
________________________________________________________________________
_________________________

2. What do you think is the importance of determining the epicenter of

an earthquake?
________________________________________________________________________
________________________________________________________________________

The distance between the beginning of the first P wave and the S wave tells you
how many seconds the waves are apart. These numbers will be used to tell you how
far your seismograph is from the epicenter of the earthquake.
22
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.

Good Job! You have done all the activities! Let us try to discuss the important
concepts that these activities would want us to emphasize.

What is It

You have explored to the different activities involving lithosphere, the P and S
waves, finding the earthquake’s epicenter in near and far locations. You are now
going to understand, the concepts behind those explorations. So, let’s begin our
discussions.

The Earth’s lithosphere consists the following layers: the crust and the upper
part of the mantle.
● Continental crust is thicker but less dense than the oceanic crust which is
relatively thinner but denser than the later.

● The crust is made of a variety of solid rocks like sedimentary, metamorphic

and igneous. It has an average density of 2.8 g/cm 3 and its thickness ranges
from 5 to 50 km. while the mantle is found below the crust.

● Tectonic plates are subdivided into 7 plates, we can also say that plates
move very slowly but constantly, and this movement is called Tectonics
Thus; the theory of moving Lithospheric plates are called Plate Tectonics.

● There are seven relatively large plates and a number of smaller ones,
including the Philippine plate. The plates move very slowly but constantly
and this movement is called tectonics; thus, the theory of moving
lithospheric plates is called plate tectonics.

● The earth is perfectly still, but its outer shell or surface is actually moving
all the time, so therefore we are moving all the time.

● P wave travel faster than S wave and consequently the first to arrive at a
seismic station. S waves can travel through solids but not in liquids and
gas.

● Locating earthquake epicenters will pinpoint which fault lines are active.
Usually, the less active fault line stores great amount of potential energy that
23
 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.

● The distance between the beginning of the first P wave and the S wave tells
you how many seconds the waves are apart. These number will be used to
tell you how far your seismograph is from the epicenter of the earthquake.

What’s More

To check your knowledge about what have you learned in the lesson, try this
simple activity.

You are going to list all the words you think that are included in the figure below
and define each.
T R P E R E M E A R T H Q U A K E N M
R E L B U R E D I A R O S N C R N A A
Y S A N S R E G D T A U E T T A L K N
T T T T T E T E A T C R I I I S A E T
H A E O O N I T R A K S S L V H R N T
I C S O N T C C T N E F M W S E G D L
S B A U T E V R R L N E O I D L E O E
F A H E R R C U U E L L L C L L M N N
A N W E R X H S S S A T O E E C E G Y
U B T M A N R T T S R A G G E A N R R
Note:
L E S A M C O F E O G R I R R M N M A There are
T T P I C E N T E R M T S O T O O A K about
eight
A T R N O L I A R U E S T I H N V N E possible
P L T E T E C T O N I C S P O A E T I words in
the
L E S E S M B I U U N S T I L L R L T
puzzle.
A N S H I O A L I T H O S P H E R E H
N O N E E N S D L E E24T S Q X Z A D E
S E S M I C E O I N S T R U M E N T
E C N T E R L G G I I I U K Y N D A L
I R N T T T H R I A C E T N O R M A N
 After finding the words, define each.

1.

2.

3.

4.

5.

6.

7.

8.

What I Have Learned

Let us check if you have learned from the lesson.

Read the statements and write T if the statement is True, and write F if the
statement is False.

No. Statements Answer

1 According to the plate tectonics model, the
entire lithosphere of the earth is broken into
numerous segments called plates.
2 The continental crust is thicker but less dense
than the oceanic crust
3 The lithosphere is said to be in constant but
slow motion.
4 Earth’s lithosphere consists of layers, the
crust and the lower part of the mantle
5 The secondary waves travel on both solids and
liquids.
6 The primary waves travel faster than the
secondary waves.
7 The plates move very slowly but constantly,
and this movement is called Plate Tectonics.

25
 8 From the seismogram, the distance to the
epicenter can be determined by measuring the
arrival time of surface wave.

What I Can Do

TASK: You are to compose a Song or a Poem. The concepts of our topic should be
integrated in the composition. Your work will be rated based on the Rubrics below.

5 points 3 points 1 point

Content/ Did the poem Content/conc No concept
Concepts or song epts is not so found
explain the emphasized
concepts?
Originality not copied Some of the 100 % copied
from the lyrics are from other
google, copied from sources
composed by the other
your own. sources
Smartness Composition Composition composition
is arranged is quietly Not organized
logically disorganized

Assessment

Now that you are done with the module, let us check your understanding by
answering this assessment. Good Luck!

Encircle the letter of the correct answer.

26
 For question
1-2 refer to the figure above:

1. You were provided with data showing the arrival of P and S waves
recorded from three seismic stations. Which of these can you possibly
determine?
A. the damage at the focus
B. the location of the epicenter
C. the distance to the earthquake
D. the intensity of the earthquake

2. How does the distance to the epicenter be measured using the data from
the seismogram?
A.the speed of the surface waves
B. the arrival time of surface waves
C. the difference in the arrival times of the P and S-waves
D. the ratio of the amplitude of the largest P and S-waves
3. Why does oceanic crust usually subduct beneath the continental crust
when tectonic plates collide?
A. thicker than continental crust
B. thinner than continental crust
C. denser than the continental crust
D. less dense than the continental crust

27
 Photo come from the Science Grade 10 LM p. 10

4. Based from the graph above, what is the distance of the epicenter from
the seismic station?
A. 900 kilometers
B. 600 kilometers
C. 1800 kilometer
D. 9000 kilometers

5. If you will visit a place in the pacific known to be a long convergent

plate, which of these should you not expect to see?
A. Rift valleys
B. active volcanoes
C. Mountain ranges
D. volcanic islands

6. What causes plates to move?

A. the movement of water in it
B. intense heat in the earth’s core
C. the travelling of P and S waves under it
D. it is a normal phenomenon without any reason

7. Where is the epicenter of this hypothetical earthquake?

28
 A. above the surface
B. it is located at the hypocenter
C. It is where the damage of the earthquake focused.
D. It is located at the point where the earthquake starts to
rapture.

8. What safety precautions are you going to do if you are in inside a

Big building when earthquake strikes?
A run to safety area
B. run for your life
C. call your mother
D. duck, cover and Hold

9. Which of the following describes the epicenter of the earthquake?

A. it is the point where the PP and S travel
B. it is point where the hypocenter is located.
C. It is a point in the crust where damages happen
D. It is a point in the crust where a seismic rupture begins.

10. It is 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
A. The Pangaea Theory
B. The Theory of Rocks
C. The Theory of the Earth
D. The Plate Tectonic theory

11. How do you describe Earth’s lithosphere?

A. It is made up of purely part of the crust.
B. It is made up of purely part of the mantle.
C. It is consists of layers, the crust and the lower part of the
mantle.
D. It is made up of layers, the crust and the upper part of the
mantle.
12. How do you describes Plate Tectonics?
A. It is the movement of the plates in one direction.
B. It is the slowly movement of the plates in one direction
C. It is a lithosphere of the Earth that moves slowly but not
constantly.
D. A theory which suggests that earth’s crust is made up of plates
that interact in various ways, thus producing earthquake’s,

29
 mountains, volcanoes and other geologic features.

13. In what direction does Pacific plate moves?

A. going to the East
B. going to the West
C. going to the South
D. going to the North

14. How will you describe the distribution of active volcanoes?

A. Mostly volcanoes are found along the edges of some
continents and they are not randomly distributed
B. Volcanoes are distributed randomly and most of them are
found along the edges of the continent
C. Mostly volcanoes are found in the center of the continents
D. None of these

15. Which of these is false about crustal plates?

A. vary in thickness
B. thickest in the mountain region
C. include the crustal and upper mantle
D. have the same thickness everywhere

Additional Activities

Task: Community assessment and dissemination information about EARTHQUAKE

Objective:
 to assess and inform the community on the DO’S and DON’T’S
during EARTQUAKE
CONCEPTS:
 to assess the community’s knowledge on earthquake readiness and
safety and give information on earthquakes. (these concepts can be
disseminated using vernacular language)
Procedure:

1. Look around in your neighborhood. Go to at least three of your

neighbors and make an interview based on the following questions.
2. Politely introduce yourself to your neighbor and inform them that you
30
 are going to ask questions about their knowledge on earthquakes.
3. Please be reminded that there are no right or wrong answers from your
neighbors. After listening to their answers, give the additional
information on each question.
4. After the interview, don’t forget to express your gratitude. Say thank you
and do not linger any longer than necessary in their homes.

Interview Questions:

1. What is an Earthquake and what causes an earthquake?

_________________________________________________________________________
_________________________________________________________________________
2. Why are Earthquakes dangerous?
_________________________________________________________________________
_________________________________________________________________________
3. How can we prevent earthquake damages at home?
_________________________________________________________________________
_________________________________________________________________________
4. Where is the safest place to be when there is an earthquake?
_________________________________________________________________________
_________________________________________________________________________

Answer Key

What I What’s New Activity 2

know
Let’s Make a wave
1. B Act. 1 What makes up a
2. C Lithosphere? 31 Q1.
3. D Q1. The Earth’s
4. D Answer: It forms a
lithosphere consists of wave
5. A
layers: the crust and
6. B
the upper part of the Q2.
7. D
8. D mantle. The crust is
Answer may vary
9. D made of a variety of
10. D solid rocks like Rope
 Activity 3
Find the Center
Recording station Time difference in the Distance of epicenter from
arrival time of P-wave the station(kilometer)
and S- wave(seconds)

Batangas 44.8 560

Puerto Princesa 32 400

Davao 38.4 480

Q1.
Ans. Since the three circles drawn intersect in Cebu city, it is where the
epicenter is.
Q2. Activity 4
Ans. Assuming
How farthat
Am Ithe
fromtwo
the circles will intersect,
Earthquake Epicenter?the circles will
intersect at two points. Therefore, there will be two locations that could
Q1. possibly be the epicenter
Ans. 9000 km
Q2.
Possible Ans. 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.

32
 What I Have Learned

1. True
2. True
3. True
4. False
5. False
6. True
7. True
8. True
9. False
What’s More
Possible Answers:
1. EARTHQUAKE
2. CRUST
3. LITHOSPHERE
4. PLATE TECTONICS
5. MANTLE
6. SEISMOLOGIST
7. EPICENTER
8. . SEISMIC WAVES
After finding the words, define each.
● Earthquake – is the sudden movement of the earth’s tectonics plates,
What Can I Do
resulting in shaking of the ground.
● Crust – is the outermost shell of the terrestrial planet.
● Lithosphere – is the rigid outermost shell of the terrestrial type of
planet, or natural satellite.
Additional Activities
Assessment
● Plate Tectonics – is a scientific theory describing the large-scale motion
of seven large plates. Q. 1An Earthquake is the result of a
1. B
● Mantle – is a layer inside sudden releasebody
a planetary of stored
boundedenergy in the
below by a core and
2. Cabove by a crust. Earth’s crust that creates seismic waves
3.
● D Seismologist – a scientistthat make thein
specialized ground shake.
geophysics who study the
4. Dgenesis and the propagation of seismic waves in geological
Q2. Earthquakes can be materials.
5. A
● Epicenter – the point on the earth’s surface vertically
dangerous, above
if you are in the
the focus
wrong of the
6. Bearthquake. place. They van make buildings fall
● D
7. Seismic – are waves of energy that travel
down andthrough
set offthe earth’s layers,
landslides, and are a
as well
8. Dresult of earthquakes, volcanic eruption, magma movements, large
as having many other deadly effects landslides
9. Dand large manmade explosions that give out low frequency acoustic frequency.
Q. 3 An Earthquake that occurs at
10. D
the bottom of the sea can push
11. D
water upwards and create massive
12. D 33
waves called tsunamis.
13. B
14. A Secure your belongings
15. D
Put latches on cabinet doors and
file cabinet

Fasten your water heater and other

References
Book Sources:
DepEd Learning Module in Grade 10 Science
DepEd K to 12 Science Curriculum Guide

34
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd – Division of
General Santos City with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on DepEd’s
Most Essential Learning Competencies (MELC). This is a supplementary
material to be used by all learners in General Santos City in all public
schools beginning SY 2020-2021. The process of LR development was
observed in the production of this module. This is version 1.0. We highly
encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – Division of General Santos City

Learning Resource Management System (LRMS)

Tiongson St., Lagao, General Santos City

Telefax No.: (083) 552-8909

Email Address: depedgensan@deped.gov.ph

Prepared by:

MARITESS D. CONSOLACION
RAMONA S. ESTOQUE
Master Teacher I/Writers

Checked & Reviewed by:

35
 NERISSA A. ALFAFARA EDILBERT A. REYES, Ph.D
Education Program Supervisor- Science Division Science Coordinator

Evaluated by:

SALLY A. PALOMO
Education Program Supervisor-LRMS

Approved:

JULIET F. LASTIMOSA
Chief-Curriculum Implementation Division

36