10

Science
Quarter 1 – Module 3
PLATE TECTONICS:
Possible Causes of Plate Movement
Science – 10
Self-Learning Module (SLM)
Quarter 1 – Module 3: Plate Tectonics (Possible Causes of Plate
Movement) First Edition, 2020

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 10

Science
Quarter 1 – Module 3
PLATE TECTONICS:
Possible Causes of Plate Movement
Introductory Message
For the facilitator:

Welcome to the Science 10 Self-Learning Module (SLM) on 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.

2
For the learner:

Welcome to the Science 10 Self-Learning Module (SLM) on 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!

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
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learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

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

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

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

What is It This section provides a brief discussion of

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

What’s More This comprises activities for independent

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

What I Have This includes questions or blank

Learned sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which will
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skill into real life situations or concerns.

Assessment
 This is a task which aims to evaluate your
Additional level of mastery in achieving the learning
Activities
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
Answer Key
of learned concepts.
This contains answers to all activities in the
module.

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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
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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!

4
 What I Need to Know

Hello! How was your day going? Hope you are excited to learn something for
today! This module was designed and written with you in mind. It is here to help
you mastered the Plate Tectonic Theory specifically on the possible causes of plate
movement. The lessons are arranged to follow the content standards of the Science
10 curriculum guide with their corresponding learning competencies.

Most Essential Learning Competencies

1. Describe the possible causes of plate movement.

Lesson Objectives
After going through this module, you are expected to:
a. Identify the three types of plate movements;
b. Describe each type of plate movements;
c. Identify convection current as possible cause of plate movement;
d. Describe events in the convection current that causes plate movements;
e. Create a diagram that demonstrate the process of convection current; f.
Describe the three forces that drives the plate tectonic;
g. Differentiate convection current; slab pull and ridge push.

Alright! Before we start, I would like you to answer the 15-item test to diagnose
what you know about our topic for today. Good luck!

What I Know

Direction: Read each question carefully. Choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper.
1. Particles of hot soup rise slowly in a pot simmering on a stove. As the hot
soup nears the surface, it begins to cool. The cooler soup sinks, forming a
constant movement of soup that moves energy toward the surface of the
pot. This constant movement of the soup in the pot is called a(n) ____?
a. conduction loop
b. convection current
c. energy field
d. magnetic field

5
 2. The part of the Earth with hot rock that is solid but slowly moves and bends.
a. crust
b. mantle
c. outer core
d. inner core

3. Hot matter is _________ dense and ___________.

a. less, sinks
b. less, rises
c. more, sinks
d. more, rises

4. What happens to magma that is heated up at the core?

a. It falls
b. It rises
c. stays at the top
d. stays at the bottom

5. What characteristic of the asthenosphere helps explain the evidence

of crustal-plate motion?
a. the magnetic properties
b. the semiliquid physical state
c. the ability to deflect solar winds
d. the ability to absorb heat energy

6. Which of the following changes would end Earth's tectonic activity?

a. Earth's crust becomes a cooler solid
b. Earth's mantles become a warmer semiliquid
c. Earth's mantle becomes cooler and solid.
d. Earth's outer core becomes warmer.

7. The diagram represents the movement of the mantle under the earth's crust.
Which process is represented by the diagram?
a. rotation
b. conduction
c. radiation
d. convection

Diagram A: Movement of the Mantle under the Earth’s Crust

8. Convection currents in the mantle are thought to be the driving force behind
tectonic movement. At which location do the convection currents cause the
plates to diverge?
a. strike-slip fault
b. subduction zone

6
 c. mid oceanic ridges
d. folded mountains

9. A rift valley formed by the movement of tectonic plates. Which movement of

tectonic plates caused the rift valley to form?
a. Two tectonic plates separated from each other.
b. Two tectonic plates collided with each other.
c. One tectonic plate slid under another.
d. One tectonic plate slid past another.

10. The geological theory that states that pieces of Earth’s lithosphere are
in constant, slow motion is the theory of?
a. subduction
b. plate tectonics
c. deep-ocean trenches
d. seafloor spreading

11. When the heat source is applied to a fluid, the convection current in the
fluid will
a. speed up.
b. change direction.
c. eventually stops.
d. continues at the same rate forever.

12. Scientists think that convection currents flow in Earth’s

a. continents.
b. mantle.
c. lithosphere.
d. inner core

13. Most geologists think that the movement of Earth’s plates is caused by
a. conduction.
b. earthquakes.
c. convection currents in the mantle.
d. Earth’s magnetic field.

14. The lithospheric plates are believed to be moving slowly. What is the
driving force that facilitates this movement?
a. gravitational force of the moon
b. magnetic force at the pole
c. convection current in the mantle
d. the force of the atmosphere

15. The process by which the ocean floor sinks beneath a deep -ocean trench
and back into the mantle is known as
a. convection.
b. continental drift
c. subduction
d. conduction

7
Lesson
Plate Tectonics (Possible
5 Causes of Plate Movement)

What’s In

Great Job! You have successfully answered the questions above. In this
part, let us try to test what you have learned on the PREVIOUS TOPIC.

Activity 1- FILL UP THE BOUNDARY

(Adopted from RTOT in Grade 10, 2018)
Complete the blanks with the appropriate words that describe the statement.
Objectives:
a. Identify the three types of plate movements
b. Describe each type of plate movements
c. Illustrate each type in relation with the direction of plate movements.

1.

Figure 1: Divergent Boundary

Missing words:
Mantle, Oceans, Volcanoes, Magma, Constructive, Iceland, apart

This is a ______________plate margin. Here the two plates are

moving _______ from each other. This causes them ________ to rise up
from the ___________ and form new oceanic crust. This process
normally occurs under_______, and results in the formation of
underwater __________. Some of these become so large they appear
above sea level such as ____________.

8
 2.

Figure 2: Transform Fault Boundary

Missing Words:
Sliding, Earthquake, Created, tension, destroyed, San Andreas,
conservative, Los Angeles

This is a __________plate margin. Here the two plates are _________

past each other. When the plates stick it causes ___________to build
up. When this is released an ______ occurs. An example of this is on
the ______ ________ fault line in ______. Here crust is neither
_______ nor __________ volcanic eruptions do not occur.

3.

Figure 3: Convergent Boundary

Missing Words:
Crust, Himalayas, Eurasian, collision, Indian, towards, subducted,
fold mountains, continental

This is a ______________plate margin. Here the two plates are moving

_______ each other. As both plates are ______ neither of them can be
_______. Therefore the _______ is crumpled upwards to form _________
_________. An example of these would be the ________. Where the
__________ plate has collided with the ________plate.

9
 Yes! You already answered Part 1 of the review process. To check more
of your understanding about the previous topic, try to answer another
activity below.

Activity 2.1- READ ME!

Read the following Science article below and answer the different guide questions.

THREE MAIN TYPES OF PLATE BOUNDARIES

Lifted from: https://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes/Earthquakes-at-a-
Plate-Boundary/Tectonic-Plates-and-Plate-Boundaries

1. Convergent boundaries - 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.
i. 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.
ii. 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.
iii. 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.

2. Divergent boundaries –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.
i. On land
Divergent boundaries within continents initially produce rifts,
which produce rift valleys.
ii. Under the sea
The most active divergent plate boundaries are between oceanic
plates and are often called mid-oceanic ridges.

3. Transform boundaries – plates slide passed each other.

The relative motion of the plates is horizontal. They can occur underwater or
on land, and crust is neither destroyed nor created. Because of friction, the
plates cannot simply glide past each other. Rather, stress builds up in both
plates and when it exceeds the threshold of the rocks, the energy is released –
causing earthquakes.

10
Guide Questions:
1. How subduction zone occurred in two colliding plates?
________________________________________________________________________
2. What happen when two plates are moving apart?
________________________________________________________________________
3. What will happen when oceanic crust converged with each other?
________________________________________________________________________
4. How is mountain ranges formed?
________________________________________________________________________
5. What will happen when two plates slide past each other?
________________________________________________________________________

Activity 2.2 – ILLUSTRATE ME!

Illustrate/Diagram the different types of plate movements.

11
 What’s New

Great Work! You can still recall your previous lesson. This time
you will be introduced to the different causes of plate
movements by trying this prepared activity for you.

Activity 3: HEAT CONVECTION IN LIQUIDS

Adapted From: Science Project
(https://www.education.com/science-fair/article/convection-movement-heat-fluids/)

Objectives:
a. Identify convection current as possible cause of plate movement.
b. Describe events in the convection current that causes plate movements.
c. Create a diagram that demonstrate the process of convection current.
Materials
 Clear quart container or jar
 Water
 Coffee mug or other container that can withstand heat
 food coloring/plant pigment extract
 Spoon
 Dropper

Procedure
1. Fill the clear jar halfway with cold water.
2. Fill the coffee mug about ¼ full of hot water.
3. Add 10 drops of food coloring (any color) to the hot water and stir.
4. Fill the dropper with hot water.
5. Lower the tip of the dropper until it is near the bottom of the large jar.
6. Carefully release two drops of hot water onto the cold water. Observe what
happens, looking at the side and top of the jar.
7. Add ten more drops, two drops at a time, observing what happens between
each.
8. Once you have added all the hot liquid drops, observe the jar for an
additional five minutes. Your output should be like the picture below.

12
Analysis:
1. What happen to the hot water with food coloring as it drops in the
cold water?
_____________________________________________________________
2. How do they behave?
_____________________________________________________________
3. What causes this phenomenon?
_____________________________________________________________
4. Where in nature does convection occur?
_____________________________________________________________
5. If convection didn’t occur, what would happen to the atmosphere?
_____________________________________________________________

OBSERVATION:

Make a diagram of your observations.

Describe the events that took place in the experiment.

Now, you already observed the behaviour of the particles of the food
coloring as you’ve dropped it in the cold water. This time you will be
describing the events happening in the earth’s mantle by doing this
prepared activity below.

13
Activity 4: Picture Analysis
Direction: Describe the events demonstrated in the picture below.

Figure 4: Movement of the Mantle under the Earth’s Crust

Answer: __________________________________________________________________

What is It

You made it! You already have the knowledge about what is happening in
the mantle. Would you like to learn more? Yes absolutely, This time let us
read the science article below to learn more and deepen our
understanding. If you have internet connection at home, the links are
provided below. https://www.youtube.com/watch?v=RA2-Vc4PIOY
https://www.youtube.com/watch?v=Kpoko_l34ZE

CONVECTION CURRENT IN THE MANTLE

Lifted from: https://www.livescience.com/37706-what-is-plate-tectonics.html https://socratic.org/questions/what-
will-happen-to-the-convection-currents-in-the-mantle-if-the-earth-s-interio

Figure 5: Convection Current in the Mantle

14
 Plate tectonics is the theory that Earth's outer shell is divided into several
plates that glide over the mantle, the rocky inner layer above the core. The plates
act like a hard and rigid shell compared to Earth's mantle. This strong outer layer
is called the lithosphere, which is 100 km (60 miles) thick, according to
Encyclopedia Britannica. The lithosphere includes the crust and outer part of the
mantle. Below the lithosphere is the asthenosphere, which is malleable or partially
malleable, allowing the lithosphere to move around. How it moves around is an
evolving idea.

One of the driving force behind plate tectonics is convection in the mantle.
Hot material near the Earth's core rises, and colder mantle rock sinks. "It's kind of
like a pot boiling on a stove," Van der Elst said. The convection drive plates
tectonics through a combination of pushing and spreading apart at mid-ocean
ridges and pulling and sinking downward at subduction zones, researchers think.

Mid-ocean ridges are gaps between tectonic plates that mantle the Earth like
seams on a baseball. Hot magma wells up at the ridges, forming new ocean crust
and shoving the plates apart. At subduction zones, two tectonic plates meet and
one slides beneath the other back into the mantle, the layer underneath the crust.
The cold, sinking plate pulls the crust behind it downward.

Many spectacular volcanoes are found along subduction zones, such as the
"Ring of Fire" that surrounds the Pacific Ocean.

How is it possible for mantle rock to flow? Over millions of years, the great
heat and pressure in the mantle cause solid mantle rock to flow very slowly. Many
geologists think that plumes of mantle rock rise slowly from the bottom of the
mantle toward the top. The hot rock eventually cools and sinks back through the
mantle. Over and over, the cycle of rising and sinking takes place. Convection
currents like these have been moving inside Earth for more than four billion years!

There are also convection currents in the outer core. These convection
currents cause Earth’s magnetic field.

As the magma cools and solidifies, the convection currents will stop and the
Earth will become geologically dead.

Convection currents within the Earth's mantle are caused by hot material
rising upwards, cooling, and then dropping back toward the core. These currents
are thought to be the driving force for tectonic plate activity in the crust. The
moving magma in the mantle carries the plates floating on top of it.

15
 Activity 5: CONVECTION CELL
Direction: Answer the guide questions based on what you have read in the
science articles above.

Guide questions:
1. What facilitates the movement of the plates?
___________________________________________________________________________
2. What will happen to the lithosphere when hot, less dense material
spreads out as it reaches the upper mantle causing upward and sideward
forces?
___________________________________________________________________________
3. What will happen to the convergent boundaries when there is a
downward movement of the convection current?
___________________________________________________________________________

You have already known that convection current in the mantle is one of the
possible causes of plate movement. Right? This time, you will be introduced
to other driving forces that cause plate movement. Let’s do several activities
prepared for you.

Activity 6:1 WHAT DRIVES THE MOVEMENT OF THE TECTONIC PLATES?

Objectives:
a. Define ridge push
b. Discuss ridge push as one of the forces that drive plate tectonics. c.
Describe slab pull as one of the process involved in tectonic
plate movement.
d. Analyze the picture demonstrating the process of slab pull.

Direction: Read the science article below and answer the guide questions.
Lifted from:
https://www.bgs.ac.uk/discoveringGeology/hazards/earthquakes/whatDrivesTectonicPlates.html

Mantle convection currents, ridge push and slab pull are three of the
forces that have been proposed as the main drivers of plate movement.

There are a number of competing theories that attempt to explain what

drives the movement of tectonic plates. Three of the forces that have been proposed
as the main drivers of tectonic plate movement are:

 mantle convection currents— warm mantle currents drive and carry

plates of lithosphere along a like a conveyor belt;

16
 ridge push (buoyant upwelling mantle at mid-ocean ridges) — newly-
formed plates at oceanic ridges are warm, and so have a higher
elevation at the oceanic ridge than the colder, more dense plate
material further away; gravity causes the higher plate at the ridge to
push away the lithosphere that lies further from the ridge;as the older
seafloor sinks, the weight of the uplifted ridge pushes the oceanic
crust toward the trench at the subduction zone.

 slab pull — older, colder plates sink at subduction zones, because as

they cool, they become denser than the underlying mantle. The cooler
sinking plate pulls the rest of the warmer plate along behind it.

Figure 6: Mantle Drag

Figure 7: Ridge Push

Figure 8: Slab Pull

17
 Guide questions:
1. What is ridge push? Slab pull?
________________________________________________________________________

2. Describe the convection current, ridge push and slab pull based on
the diagram above.
________________________________________________________________________

3. What is the difference between slab pull and ridge push?

_______________________________________________________________________

What’s More

Hurray! You already knew the different forces that drives the movement of
the plates. This time, you are going to compare three forces that cause
plate movement.

Activity 7: Spot the Difference!

Objectives:
a. Describe the three forces that drives the plate tectonic.
b. Differentiate convection current; slab pull and ridge push .
Create a Venn diagram showing differences and similarities of the different
forces that drive the plate tectonic.

18
 What I Have Learned

Wow it’s a piece of cake! You easily did your activity well. Shall we
proceed? Yes of course! This time try to sum up the things that you
have learned this week by doing the activity below.

Activity 8- CONCEPT MAPPING

Direction: Make a concept showing events in convection current, ridge push, and
slab pull.

Guide Question:
What are the three possible forces that drives the plate tectonic?
How do they differ from each other?
____________________________________________________________________

19
 What I Can Do

Job well done! You are closed to finish this module. It’s now time to put
those learning into application. Are you ready? Now, how can you help
your community in terms of emergency preparedness? Let’s do this
activity.

Activity 9: DESIGNING AN INFORMATION CAMPAIGN

Objective:
To design a scheme informing local folks in your hometown about the
possibilities of earthquakes in the area.

Direction: Design an information campaign scheme to inform and increase

emergency preparedness of local folks in your hometown on the possibilities of an
earthquake event in your area. Choose on the following suggested options below.
1. Slogan
2. Poster
3. Song
4. Poem
5. Advertisement

20
 Assessment

Amazing! You are a step closer on finishing this module. You

just need to complete the table below with necessary information.

Forces Illustration of the Describe Process/Event

process

Convection
Current in the
mantle

Ridge Push

Slab Pull

Additional Activities

Excellent! You did it with flying colors. Congratulations!

21
 Answer Key

C.15
C.14
C.13
Eurasian, Indian
B.12
fold mountains, Himalayas,
A.11
continental, subducted, crust,
B.10
Collision, towards, .3
A .9
Angeles, destroyed, created
C .8
earthquake, San Andreas, Los
D .7
Conservative, sliding, tension, .2
C .6
Iceland
B .5
mantle, oceans, volcanoes,
B .4
Constructive, apart, magma, .1
B .3
B .2 Activity 1
B .1

What I Know What's In

is released causing .earthquakes

exceeds the threshold of the rocks, energy
stress builds up in both plates and when it
.5 When two plates slide past each other,
continental crust converge with each .other
.4 Mountain Ranges is formed when two

active seafloor spreading can also .occurs

.occurs Behind the island arc, zone of
each other, island arc and oceanic trenches
.3 When two oceanic crust converged with Transform Fault
produce rift .valleys
.2 When two plates are moving apart it can

subducted underneath the less dense .plate Divergent

oceanic .crust The denser the plate is
both of the tectonic plates are composed of
.1 Subduction zone occurs when one or Convergent
Activity 21.
Activity 22.
What's In
What's In
22
 drifting away each .other
each other, sliding past each other and
Because of this, plates will be pushing
they move and drag the plates .along
convection current rotates very slowly as
that convection current .occurred
drives the movement of the .plate The
blue fluid moving upward an indication
Earth’s crust wherein convection current
.water This was shown by the streams of
movement of the mantle under the
cold water thus it moved above the cold
Answer: Figure 4 describes the
.molecules Hot water is less compared to
kinetic energy than the cold-water Activity 4
.3 The hot water molecules have higher
would .die
shade of .blue without this rain, all plant and crops
minutes, water totally turned to a lighter and then rain in and out on land,
particles sunk and after five to ten flow over the waters, suck up moisture
top of the water in a .jar Some blue and weather would .stop Air wouldn’t
the water and a blue layer formed at the the atmosphere, air would not circulate,
.2 Ripples of blue color dmove through .5 If convection current didn’t occur in
.surface Earth’s mantle.
continued to travel across the water atmosphere and movement of magma in
through the cold water and then such as the movement of air in the
.1 Most of the color particles rose .4 Convection current occur in nature

Activity 3 Activity 3
What's New What's New

.downward
force that pulls the tectonic plate
along a convergent there is a sinking
movement of the convection current
.3 When there is the downward

at divergent plate .boundaries

these forces lift and split the lithosphere
warmer plate along behind .it
causing upward and sideward forces,
sinking plate pulls the rest of the
out as it reaches the upper mantle
the underlying .mantle The cooler
.2 When hot, less dense material spreads
as they cool, they become denser than
subduction .zones plates sink at subduction zones, because
pulling and sinking downward at pull is a process wherein older, colder
spreading apart at mid-ocean ridges and trench at the subduction zone while slab
through a combination of pushing and push the oceanic crust toward the
convection drives plates tectonics sinks, the weight of the uplifted ridge
and colder mantle rock .sinks The than newer .crust As the older seafloor
Hot material near the Earth's core rises, divergent .boundary It becomes denser
tectonics is convection in the .mantle oceanic crust moves away from the
.1 One of the driving force behind plate .1 Ridge push is a process wherein

Activity 5 Activity 6
What Is It What Is It
23
 along behind .it
cooler sinking plate pulls the rest of the warmer plate
become denser than the underlying .mantle The
sink at subduction zones, because as they cool, they
slab pull is a process wherein older, colder plates
crust toward the trench at the subduction zone and
the weight of the uplifted ridge push the oceanic
denser than newer .crust As the older seafloor sinks,
moves away from the divergent boundary, it becomes
that Ridge push is a process wherein oceanic crust
.3 The difference between slab pull and ridge push is
behind .it
sinking plate pulls the rest of the warmer plate along
denser than the underlying .mantle The cooler
subduction zones, because as they cool, they become
pull is a process wherein older, colder plates sink at
toward the trench at the subduction zone and slab
weight of the uplifted ridge push the oceanic crust
than newer .crust As the older seafloor sinks, the
away from the divergent boundary; it becomes denser
Ridge push is a process wherein oceanic crust moves
upper mantle causing upward and sideward .forces
less dense material spreads out as it reaches the
.2 Convection current is the process where the hot,
Activity 6
What Is It

24
 like a conveyor belt;
lithosphere along a
carry plates of
currents drive and
-warm mantle

Convection Current

Movement
Possible Causes of Plate

behind .it subduction .zone

warmer plate along trench at the
the rest of the crust toward the
sinking plate pulls pushes the oceanic
.zones The cooler the uplifted ridge
at subduction sinks, the weight of
colder plates sink older seafloor
Slab Pull-older, Ridge Push-as the

What’s More

25
like a conveyor belt;
lithosphere along a
 carry plates of
currents drive and
-warm mantle
Convection Current onsubducti .zone behind .it
trench at the warmer plate along
crust toward the the rest of the
pushes the oceanic sinking plate pulls
the uplifted ridge .zones The cooler
sinks, the weight of at subduction
older seafloor colder plates sink
Ridge Push-as the Slab Pull-older,

Convection Current Ridge Push Slab Pull

Movement
Possible Causes of Plate

What I Have Learned

26
 along behind .it
rest of the warmer plate
cooler sinking plate pulls the
underlying .mantle The
become denser than the
because as they cool, they
sink at subduction zones,
wherein older, colder plates
Slab pull is a process Slab Pull
subduction .zone
toward the trench at the
push the oceanic crust
weight of the uplifted ridge
older seafloor sinks, the
than newer .crust As the
boundary; it becomes denser
away from the divergent
wherein oceanic crust moves Push
Ridge push is a process Ridge

sideward .forces
mantle causing upward and
as it reaches the upper
dense material spreads out the mantle
process where the hot, less Current in
Convection current is the Convection

Describe Process/Event Illustration of the process Forces

Assessment

27
References

Acosta, H., Alvarez, L., Angeles, D., Arre, R., Carmona, M., Garcia, A., Gatpo, A.,
Marcaida, J., Olarte, M., Rosales, M., Salazar, N. (2015). First Edition. Science
10 Learner’s Material. Department of Education. Republic of the Philippines

“Convection Currents in the Earth's Mantle Picture by Jacob”: Retrieved May 06,
2020 from: https://www.thinglink.com/scene/794219161310986240

“Convection Current in the Mantle”: Retrieved May 08, 2020 from:

https://www.livescience.com/37706-what-is-plate-tectonics.html

“Convection Current in the Mantle”: Retrieved May 08, 2020 from:

https://socratic.org/questions/what-will-happen-to-the-convection-currents-in-
the-mantle-if-the-earth-s-interio

“Heat Convection in Liquids”: Retrieved May 04, 2020 from:

https://www.education.com/science-fair/article/convection-movement-
heat-fluids/

“Mantle Convection Currents, Ridge Push and Slab Pull”: Retrieved May 07, 2020
from:
https://www.bgs.ac.uk/discoveringGeology/hazards/earthquakes/whatDrivesTect
onicPlates.html

“Three Main Types of Plate Boundaries”: Retrieved May 04, 2020 from:
https://www.gns.cri.nz/Home/Learning/Science-
Topics/Earthquakes/Earthquakes-at-a-Plate-Boundary/Tectonic-Plates-and-
Plate-Boundaries

Retrieved May 04, 2020 from: https://www.youtube.com/watch?v=Kpoko_l34ZE

Retrieved May 04, 2020 from: https://www.youtube.com/watch?v=RA2-Vc4PIOY

Retrieved May 08, 2020 from:

https://quizizz.com/admin/quiz/5637e02d2d8ebcda42d5ef43/earth%27s-
structure,-convection-currents-and-the-mantle

28
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
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 of Region XII 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:

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