Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

Most Essential Learning Competencies

• Describe and relate the distribution of active volcanoes, earthquake
epicenters and major mountain belts to Plate Tectonic Theory
• Describe the different types of plate boundaries (S10ES-Ia-j-36.2)
• Use information from news reports, speeches, informative talks, panel
discussions, etc. in everyday conversations and exchanges
(EN10LC-Ia-11.1)

Name of Learner: _______________________________

Grade & Section: _______________________________
Name of School: _______________________________
Prepared by:
JOLY C. BARADERO
1
NILO NHS / SST-III
Content ACHELE B. POLOYAPOY
TABINA NHS / MT-I
 Overview

Our country is blessed with so many land features such as mountains and volcanoes.
These features can be sources of different minerals or can be used for agricultural
purposes. For example, we have the majestic and world renowned Mayon Volcano. We have also
the Sierra Madre mountain range in Luzon which is home to many species of plants and animals. In
this module, you will determine how these different features are distributed on Earth. You will identify
the different plate boundaries which contributed on how and where the geologic features are located.
You will also encounter different activities that would develop your skills in different learning areas.
I-Procedure
A. Activity
In Grade 8, you learned why earthquakes occur. You also learned the relationship
between earthquakes and faults. Can you still recall them? Try to do the following activity.

ACTIVITY 1
Tell Me! Score: ______
4

Directions: Tell whether the statement is true or false by checking the box beside
YES if the statement is true, and checking the box beside NO if the statement is false.

Commons.m.wikimedia.org

1. The above pictures are the types of faults. YES NO

2. When a fault suddenly moves, an earthquake occurs. YES NO
3. Earthquakes are not associated with faults. YES NO
4. Faults are breaks in the Earth’s crust. YES NO

Are faults associated with plate boundaries? Are plate

boundaries considered as faults? The following activities will lead you to
learn what plate boundaries are.

ACTIVITY 2 Score: ______

Let’s Mark the Boundaries 18
Objective:
• Describe the distribution of active volcanoes, earthquake epicenters, and major
mountain belts.
2
 Materials:
• 2 pieces plastic transparent sheet used for book cover, same size as the maps
below (or any transparent cellophane found at home)
• Marking pens (two different colors – red and blue or black and blue)
Procedure:
1. Recall the seven continents of the Earth. Then, study Figure 1 below showing the
earthquake distribution around the world. Trace the approximate locations of several
earthquake “clusters” using a red marking pen on one of the plastic sheets.

Figure 1. Map of earthquake distribution (Red, green, and blue dots represent earthquake epicenters)

2. Now, study the map of active volcanoes in Figure 2.

Figure 2. Map of active volcanoes (Red areas represent presence of volcanoes)

3. On the second plastic sheet, sketch the approximate locations of several volcanoes
using a blue marking pen.
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 4. Place the earthquake plastic sheet over the volcano plastic sheet. Compare their
distributions. Be sure the continents in one figure matched with the other figure.

5. Study Figure 3. The orange portions indicate mountain ranges of the world.

Figure 3. Mountain ranges of the world (indicated in orange color)

6. Place the two plastic sheets over the map of mountain ranges of the world. Relate their
distributions. Be sure the continents are matched.

B. Analysis
In Activity 2, you have studied the three different maps. Now, it’s time for you to
state your understanding on the activity by answering the following guide questions.
Check the box if you are asked to choose answers.

ON EARTHQUAKES
1. How are earthquakes distributed in the map? Choose your answer. (2 points)
The world’s earthquakes are not randomly distributed over the Earth’s surface. They
tend to be concentrated in narrow zones or not so wide.
The earthquakes are randomly distributed around the earth. They are equally
distributed in the continents and in the ocean.
2. Where are they located? Choose your answer. (2 points)
They are located at the center of each continent. Some are also located at the central
part of ocean.
Some are located near the edges of the continents, some are in mid-continents, while
others are in oceans.
3. Why is it important for us to identify areas which are prone to earthquakes? Write your answer
below. (4 points)
___________________________________________________________________
___________________________________________________________________
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ON VOLCANOES
4. How are volcanoes distributed? Choose your answer. (2 points)
Volcanoes are not randomly distributed. Majority of them are found along the edges
of some continents.
Volcanoes are randomly distributed. They are equally distributed in the continents.
5. Where are they located? Choose your answer. (2 points)
Majority are found along the edges of some continents.
Majority are found at the center of the continents.
6. Compare the location of majority of earthquake epicenters with the location of volcanoes
around the world. Write your answer below. (4 points)
____________________________________________________________________
____________________________________________________________________

ON MOUNTAIN RANGES
7. How will you relate the distribution of mountain ranges with the distribution of earthquake
epicenters and volcanoes? Choose your answer. (2 points)
Mountain ranges are found in places where volcanoes and/or earthquake epicenters
are also located.
Mountain ranges are found far away from earthquake epicenters and volcanoes.

C. Abstraction
Now that you have seen the location of volcanoes, mountain ranges, and majority of
earthquake epicentres which are mostly at the edges of continents, study Figure 4 below showing
the motion of lithospheric plates. What do you think is the basis of scientists in dividing Earth’s
lithosphere into several plates? Geologic activities such as seismicity (occurrence of earthquake),
volcanism and mountain formation are the basis of scientists in dividing Earth’s lithosphere.

https://commons.wikimedia.org/wiki/File:Tectonic_plates_boundary_types_%26_movement.png
Figure 4. Map showing relative motion of plates
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 The places on Earth where most of the earthquakes originated or some mountains and
volcanoes were formed mark the boundaries of each lithospheric plate. As mentioned earlier, each
plate is slowly moving relative to each other, causing geologic events to happen along their
boundaries.
Types of Plate Boundaries

Studying plate boundaries is important because along these boundaries deformation of the
lithosphere is happening. These geologic events have a great impact not only on the environment
but also on us. Plate boundaries are always faults, but not all faults are plate boundaries. The
movement of the plates relative to each other distort the crust in the region of the boundaries creating
systems of earthquake faults.
There are three distinct types of plate boundaries, which are differentiated by the type of
movements they exhibit.
1. Divergent Plate boundary – It is where plates move apart, creating a zone of tension.
Can you identify adjacent plates depicting divergent boundary on Figure 4? Look at Nazca
and Pacific plates. They are moving away from each other creating a divergent boundary.

Figure 5. Divergent Plate Boundary

2. Convergent Plate boundary - Let’s take the case of the Philippine plate and the Eurasian
plate. You will notice that the two plates are moving toward each other. This is an example
of a zone where plates collide, and this is called convergent plate boundary.

Figure 6. Convergent Plate Boundary

3. Transform Fault boundary – It is where plates slide or grind past each other without
diverging or converging. The best example of this plate boundary is the San Andreas fault
which is bounded by the North American plate and the Pacific plate.

Figure 7. Transform Fault Boundary

The different processes that occur along these types of plate boundaries have various effects
on Earth’s lithosphere which include volcanoes and earthquakes.

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VOLCANOES

In Grade 9, you have differentiated active and inactive volcanoes and have described the
different types of volcanoes. This time, you would be able to understand how volcanoes are formed
and where they are usually located in relation to plate boundaries.
In converging continental plate and oceanic plate, as shown in Figure 8, it is clear that this
event gives rise to the formation of a volcanic arc near the edge of a continental leading plate. The
reason for this is because the denser oceanic crust (Plate A) undergoes what we call subduction
process or the bending of the crust towards the mantle. Since the mantle is hotter than the crust,
the tendency is, the subducted crust melt forming magma. Addition of volatile material such as water
will cause the magma to become less dense, hence allowing it to rise and reach the crust once
again and causing volcanic activities on the continental leading plate.

volcano

magma

Figure 8. Cross-sectional diagram of converging continental and oceanic plates

In the convergence of two oceanic plates, as shown in Figure 9 below, the leading edge of
the subducted plate will eventually reach the mantle causing it to melt and turn into magma. The
molten material will rise to the surface creating a volcanic island arc parallel to the trench. Volcanic
island arc is a chain of volcanoes position in an arc shape as seen in figure below.

Figure 9. Formation of volcanic island arc

EARTHQUAKES

In Grade 8, you learned why earthquakes occur in relation to faults. This time, you would
learn how earthquakes occur in relation to plate movements.
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 In converging continental plate and oceanic plate, as shown in Figure 8, there is a continuous
grinding of plates against each other. This causes the occurrence of earthquakes. The subduction
of plate can cause earthquakes at varying depths. Most parts of the world experience occasional
shallow earthquakes – where the focus is within 60 km of the Earth’s surface. Of the total energy
released by earthquakes, 85% comes from shallow earthquakes. Meanwhile, about 12% of energy
originates from intermediate earthquakes or those quakes with a focal depth range of 60 to 300 km.
Lastly, are the deep earthquakes whose origin is more than 300 km to 700 km below the Earth’s
surface.
Converging two oceanic plates will cause formation of trenches, and these trenches will
become sources of earthquakes. Underwater earthquakes, especially the stronger ones, can
generate tsunamis. The Japanese term for “harbor wave,” tsunami is a series of ocean waves with
very long wavelengths (typically hundreds of kilometers) caused by large-scale disturbances of the
ocean. The collision of continental plates is associated with shallow earthquake activities.
In the divergence of plates, there is a formation of rift valleys and oceanic ridges which are
the indications that the crust is spreading or splitting apart. In this process, earthquake activities
occur. Also in the transform fault boundary, its immediate results are earthquake activities triggered
by movements along the fault system.

D. Application
Now that you are equipped with the knowledge about plate boundaries and the
geologic features that occur along with them such as volcanoes and earthquakes, it’s
time for you to apply this knowledge by doing the next activities.

ACTIVITY 3
Score: ______
Compare and Contrast
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Directions: Compare and contrast the three different types of plate boundaries that are
shown in the picture below. Compare and contrast the similarity and difference of the three
types. Write your answers in the Triple Venn Diagram that follows.

https://en.wikipedia.org/wiki/File:Mexico_tectonic_plates.png
Figure 10. Mexico Tectonic Plates
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 Write your answer inside the circles.
Individual circles contain their
differences. In the area where the 3
circles intersect are their similarities. Do
not answer on the shaded/colored parts.
(3 points in each area, a total of 12 points)

ACTIVITY 4 Score: ______

News Report 20
This activity will help you develop your skills in ENGLISH, particularly in using information
from news reports, speeches, informative talks, panel discussions, etc. in everyday conversations
and exchanges. Specifically, this will assess your capability to understand the information from a
certain news report and use this understanding to interact or communicate.
Directions: Given the news report below, create a graphic organizer showing the important
events that happened on the specific dates mentioned. Note that graphic organizer is a visual
and graphic display that depicts the relationships between facts, terms, and ideas within a learning
task. Its purpose is to organize and simplify information. There are different types of graphic
organizers, but for this activity, you are going to make a flow chart.

Mayon Volcano is in Albay province in the Bicol region, around 300 km

southeast of the Philippine capital, Manila. On 13 January 2018, Mayon heightened
activities, generating steam and ash. As the day progressed, more phreatic
eruptions occur, the Philippine Institute of Volcanology and Seismology
(PHIVOLCS) raised Mayon from alert level I (abnormal) until alert level IV
(hazardous eruption imminent).
On 16 January, the provincial board declared Albay under state of calamity,
allowing local governments to use their calamity funds for relief operation. An 8-
kilometre extended danger zone was implemented when the alert raised to level
IV. Families within the radius were ordered to evacuate and seize activities.
NDRRMC reported on the total number of volcanic earthquakes and rockfall
events. The DSWD-Disaster Response Operations Monitoring and Information
Center (DROMIC) reported that a total of 23,786 families or 91,055 persons in 61
barangays in Albay were affected by the phreatomagmatic eruption of Mayon
Volcano. On 29 March, the alert level status of the volcano was downgraded to
Level II, allowing families to return to their homes.

https://reliefweb.int/report/philippines/philippines-mayon-volcano-eruption-dref-final-report

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 ____________________________________________________
____________________________________________________
____________________________________________________

(What is it all about?)

On January 13, 2018

Write your answer in
this flow chart. (5
points per box)

On January 16, 2018

On March 29, 2018

II-Evaluation Score: ______

15

Direction: Write the letter of the correct answer on the space provided
before each number.
_____ 1. Which of the following best explains divergent plate boundary?
a. It is where crustal plate A is moving away from crustal plate B
b. It is where crustal plate B is moving towards crustal plate A
c. It is where denser plate undergoes subduction process
d. It is where less dense plate undergoes subduction process
_____ 2. What plate boundary is present when two plates collide?
a. convergent b. divergent c. reverse fault d. transform fault

_____ 3. North American plate and Pacific plate slide or grind past each other without diverging or
converging. Which plate boundary is formed between them?
a. convergent b. divergent c. reverse fault d. transform fault
_____ 4. Active volcanoes are most likely to form at ____.
a. transform boundaries c. divergent boundaries
b. the center of continents d. convergent oceanic–continental boundaries
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_____ 5. What geologic event will occur when there is a continuous grinding of plates against
each other?
a. volcanism b. earthquake c. trench d. magma
For items 6-8, refer to the figures below.

A B C
_____ 6. Figure A is a map of earthquake distribution represented by red, green and blue dots.
How do you describe the distribution of earthquake epicenters on the map?
a. They are randomly distributed over the earth’s surface.
b. They are mostly found in the oceans.
c. They are not randomly distributed. They tend to be concentrated near the edges
of continents.
d. They are randomly distributed in the oceans and in mid-continents.
_____7. Figure B is a map of active volcanoes represented by red areas. How are volcanoes
distributed on this map?
a. They are not randomly distributed over the Earth’s surface. Majority are found
along edges of continents.
b. They are not randomly distributed over the Earth’s surface. Majority are found in
the oceans.
c. They are randomly distributed over the Earth’s surface.
d. They are randomly distributed in the oceans and in mid-continents.
_____ 8. Figure C is a map of mountain ranges represented by orange areas. How will you relate
the distribution of mountain ranges with the distribution of earthquake epicenters and volcanoes?
a. Mountain ranges are found in places where volcanoes and earthquake epicenters
are also located.
b. Mountain ranges, volcanoes, and earthquake epicenters are randomly distributed
over Earth’s surface.
c. Mountain ranges are found far away from earthquake epicenters and volcanoes.
d. Mountain ranges, volcanoes, and earthquake epicenters are randomly distributed
in the oceans.
For items 9 – 11, refer to the news report below:

Mayon Volcano’s seismic monitoring network recorded 3 rockfall related events

over the past 24-hours. Steam plume emissions drifted west and west-northwest. Faint
crater glow from the summit could be observed at night. Sulfur dioxide (SO 2) emissions
was measured at an average of 176 tons/day on 17 April 2020. Inflation of the middle to
upper portions of the volcanic edifice that began in the last quarter of 2019 continues.
https://www.volcanodiscovery.com/mayon/news.html

_____ 9. As a resident in the area, what will you tell to your neighborhood after reading the news
report?
a. Run rushly away from home with your family.
b. Stay alert and be ready for the possible evacuation.
c. Stay calm and keep an eye on all your properties from the looters.
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_____ 10. Martha comes to you and tells you how worried she was about the news. How will you
react to her?
a. Gee! That sounds terrific.
b. Well, tell it to the marines.
c. I share your fears! We should all go and be safe
_____ 11. How will you classify the message revealed about the news report?
a. To inform b. To persuade c. To entertain
For items 12 – 15, Compose a short dialogue between Martha and Tino based on their reaction
towards the news report. Fill in the possible conversation.

Martha: _____________________________________________

Tino: Yes, I did. In fact, I told my family about it already. What about
you? What’s the plan?

Martha: _____________________________________________

Tino: That’s a very good idea, Martha.

Martha: _____________________________________________

Tino: Okay. Thank you very much and please tell your family to take
care also.
Martha: _____________________________________________

III-Assignment Score: ______

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Panuto: Suriin ang ‘Climate Map of the Philippines’ sa Figure 11 upang malaman
ang ibat-ibang klima ng bansa. Gumawa ng isang sanaysay tungkol sa
Kontemporaryong Isyu na nauukol sa klima. Isulat ang iyong sagot sa nakalaang espasyo sa
sumunod na pahina. (16 puntos)

Sa gawaing ito, maipamamalas ang iyong kakayahan sa ARALING

PANLIPUNAN partikular ang pagsusuri ng kahalagahan ng pag-aaral ng
kontemporaryong isyu. Ano nga ba ang kontemporaryong isyu? Ang
Kontemporaryong Isyu ay tumutukoy sa anumang pangyayari, ideya, opinyon,
o paksa sa kahit anong larangang may kaugnayan sa kasalukuyang panahon.
Sa iyong sanaysay, itatalakay mo ang kalagayan, suliranin at pagtugon sa
isyung pangkapaligiran ng Pilipinas o ang contemporary environmental issue
partikular na sa Pagbabago ng Panahon o Climate Change.

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 https://commons.wikimedia.org/wiki/File:Philippine_climate_map.png
Figure 11. The Climate Map of the Philippines
Paalala: Gawing gabay ang rubrik sa Table 1 para sa inyong sagot.

Isulat dito ang sagot

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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 Kategorya 4 3 2 1 Total
Introduksyon (Malinaw na paglalahad ng
pangunahing paksa gayundin ang panlahat na
pagtanaw ukol dito)
Diskusyon (Makabuluhan ang bawat talata dahil sa
husay na pagpapaliwanag at pagtalakay tungkol sa
paksa)
Organisasyon ng Ideya (Lohikal at mahusay ang
pagkakasunod-sunod ng mga ideya)
Konklusyon (Nakapanghahamon at napapakita ang
pangkalahatang paksa batay sa katibayan at
katuwirang antas)
Table 1. Rubrik sa Pagsulat ng Sanaysay

Activity Sheet 1
Score: ______
Lingkod Kapwa 15

Sa gawaing ito, maipamamalas mo ang iyong kakayahan sa Edukasyon sa

Pagpapakatao (EsP) partikular sa pag-unawa sa mga konsepto tungkol sa paggamit ng kilos-loob
sa paglilingkod at pagmamahal.

Panuto: Suriin ang bawat larawan sa ibaba at sagutin ang mga sumusunod na mga tanong.

wikimedia.org/wikipedia/commons/9/9d/Mayon_Volcano_Eruption_4.jpg commons.wikimedia.org/wiki/File:Catigbian_2_earthquake.JPG

https://www.cssr.news/2020/01/witnessing-and-solidarity-in-time-of-taal-volcano-eruption/

14
1. Ipaliwanag ang pagkakaugnay ng mga larawan sa pahina 14? (5 points)
Isulat dito ang sagot

2. Aling larawan ang ngpapakita ng may kilos-loob sa paglilingkod? Bakit? (5 points)

Isulat dito ang sagot

3. Bilang isang mag-aaral, paano mo maipapakita ang paggamit ng kilos-loob sa paglilingkod

at pagmamahal lalung-lalo na sa panahon ng sakuna? (5 points)
Isulat dito ang sagot

Paalala: Gawing gabay ang Table 1. Rubrik

para sa inyong sagot.

15
References
IMAGES:
Commons.m.wikimedia.org
https://en.wikipedia.org/wiki/File:Mexico_tectonic_plates.png

https://reliefweb.int/report/philippines/philippines-mayon-volcano-eruption-dref-final-report
https://www.volcanodiscovery.com/mayon/news.html
https://commons.wikimedia.org/wiki/File:Philippine_climate_map.png

https://commons.wikimedia.org/wiki/File:SolarGIS-Solar-map-Philippines-en.png
https://upload.wikimedia.org/wikipedia/commons/9/9d/Mayon_Volcano_Eruption_4.jpg

https://commons.wikimedia.org/wiki/File:Catigbian_2_earthquake.JPG

https://www.cssr.news/2020/01/witnessing-and-solidarity-in-time-of-taal-volcano-eruption/

BOOK:
• DepEd Learner’s Module – Grade 10 Science
• DepEd Teacher’s Guide – Grade 10 Science

Regional Director TWG

Isabelita M. Borres, CESO III Rowena B. Balsamo, Chairperson PDO-IV
Schools Division Superintendent - ZDS Winston D. Clapano P-II
Majarani M. Jacinto, CESO VI Philomila M. Villagracia PO-III
Regional Office Chiefs Marlyn A. Doronila EPS
Eugenio B. Penales Chief, CLMD Elvie A. Casera AO-II
Elizabeth B. Tatel Chief, BFD Cecilia J. Trivilegio ADA-VI
Mat Ranillo O. Singson OIC Chief, QAD Edgardo D. Gavenia EPS-II
Romeo M. Daligdig OIC NEAP Director Allan M. Esber Librarian-II
Sheila Rose B. Apiag Chief, ESSD Kathlenn Grace F. Baguio CMT-I
Armando P. Gumapon OIC Chief, FTAD Maria Deoselin L. Castillo ADAS-I
Crisologo L. Singson Chief, AD Lebert B. Yana AA-VI
Dormitory
Marietta R. Anhaw Chief, HRDD Thea Karen D. Andrin
Manager
Lucman L. Manupac OIC Chief, PPRD Riza T. Estosata Staff
LEARNING AREA SUPERVISORS Bleszel M. Anhaw Staff
Saturnina D. Abajon EPS-1, Math Jennilyn C. Encallado Staff
Sandy R. Albarico EPS-1, Science Helen C. Baluran Staff
Belen A. Cuevas EPS-1, English Ian M. Salomon Staff
Ann A. Vera Staff
Arzlelei Joyce Marie S. Fiel Staff

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