Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

Lesson 1.4
Formation of Landforms
Table of Contents

Learning Competency 2
Learning Objectives 2
Suggested Time Frame 2
Essential Questions 2
Prerequisite Topics 2
Lesson Proper 3
A. Introduction to the Lesson 3
B. Discussion 8
C. Practice & Feedback 15
Assess Performance 16
Synthesis 18
Bibliography 19
 Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

Unit 1 | Volcanoes, Epicenters, and Major Mountain

Belts in the Philippines
Lesson 1.4: Formation of Landforms
Learning Competency
This serves as a prerequisite for the following DepEd competency:
● describe the distribution of active volcanoes, earthquake epicenters, and major
mountain belts.

Learning Objectives
At the end of this lesson, students should be able to:
● describe the formation of landforms in the Philippines; and
● be familiar with the plate boundaries surrounding the country.

Suggested Time Frame

2 sessions (or approximately 100 minutes)

Essential Questions
At the end of this lesson, the student should be able to answer the following questions.
● What are the plate boundaries in the Philippines?
● How do landforms form?

Prerequisite Topics
The students should know the following prerequisite topics before proceeding with the
lesson.
● Introduction to faults (Science 8, Lesson 9.1: Faults)
● Introduction to volcanoes (Science 9, Lesson 15.1: Volcanoes)
● Results of geologic processes - volcanoes (Science 10, Lesson 1.1: Distribution of
Active Volcanoes)
● Results of geologic processes - earthquakes (Science 10, Lesson 1.2: Earthquake
Epicenters)
● Results of geologic processes - mountain belts (Science 10, Lesson 1.3: Mountain
Belts in the Philippines)

2
 Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

Lesson Proper
A. Introduction to the Lesson
Start the lesson by introducing the following concepts and/or asking the following
questions to the students. The suggested activities after the questions may also be done in
class. You may use any of the suggested activities below.

1. Recall Wegener’s theory on the existence of continental drift. What is Pangaea? What
are the pieces of evidence that prove the drifting apart of this single landmass?
a. Centuries ago, Alfred Wegener suggested the notion that there is only a
single supercontinent termed Pangaea.
b. After putting together pieces of evidence, the seven continents that we knew
nowadays are just brought about by the drifting of Pangaea.
c. You may use Option A to identify how fossil evidence helped in supporting
Wegener’s theory.

Option A: Wegener’s Puzzling Continents

In this activity, the students are asked to fit together fossil evidence to support the
idea that centuries ago, there is only one landmass which just drifted apart as
time goes by.

Duration: approximately 15 minutes

Teacher’s Preparation:
● printed copy of the fossil evidence as shown in the procedure

Materials:
● scissors
● glue or tape
● coloring materials

Procedure:
1. Ask the students to cut out each of the continents along the dark line
border.
2. Let them color the fossil areas in the landmasses based on the legend
below.

3
Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

Legend:

European Fern Reptile Reptile Reptile

flora Glossopteris mesosaurus cynognathus lystrosaurus

3. Using fossil evidence, make each continent fit each other so it forms only
one big supercontinent.
4. When you are done fitting the continents together, glue it on a piece of
paper.

4
Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

Answer Key:

Guide Questions:
1. What does the map show? The map shows that there is only a single
landmass since all the landmasses fit together like a jigsaw puzzle.
2. How does the fossil evidence help you in making the continents fit? The
fossil evidence are like puzzle pieces which when fit together will create a
bigger picture.

Teacher’s Notes
The activity is used to support Wegener’s continental drift theory.

5
Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

2. Recall how landforms are created. How do landforms form?

a. The formation of several landforms in the country lies in the concept of plate
tectonics. The plate’s constant motion and interaction with each other
produce mountains, volcanoes, and earthquakes.
b. Movement of tectonic plates beneath Earth can form landforms by pushing
up mountains and hills. Water and wind erosion can also wear downland and
form landforms such as valleys and canyons. Both processes occur over a
long period, sometimes millions of years.
c. After recalling how landforms form, use Option B to test the knowledge of
students on this.

Option B: Building Landforms with Clay

In this activity, students are asked to build landforms.

Duration: approximately 15-20 minutes

Quipper Reference: Science 10 Lesson 1.4: Formation of Landforms; Warm-up

activity on page 23.

Materials:
● modeling clay of different colors

Procedure:
1. Ask the students to do the following:
a. Divide the class into groups with a maximum of five members each.
b. The teacher will assign a landform to each group.
c. Using clays of different colors, try to create a landform.

Guide Questions:
1. How do you think landforms are formed? Landforms are formed when
tectonic plates beneath Earth moves.
2. What are the things needed in order to create landforms in real-life?
Movement of tectonic plates, or erosion caused by wind or water.

Teacher’s Notes
The activity is used to recall how landforms form.

6
Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

3. Discuss how the chain of volcanoes formed. What causes the formation of a chain of
volcanic islands?
a. Aside from along the plate boundaries, tectonic activities could also occur
within a plate.
b. Mantle plume, a source of molten materials from the mantle, is the cause of
formation of volcanic islands. Different parts of the plate will be on top of the
mantle plume as the plate moves. This means that the oldest and least active
volcano will be the one farther from the mantle plume.
c. Use Option C to describe how volcanic islands are formed.

Option C: Hot Spot!

In this activity, the students are asked to demonstrate how volcanic islands are
created.

Duration: 5-10 minutes

Materials:
● alcohol lamp
● test tube
● test tube holder
● bond paper (2 sheets)
● match
● water

Procedure:
1. Ask the students to perform the following steps:
a. Connect two bond papers using a tape.
b. Pour water in the test tube until it is 75% full. Heat it using the
alcohol lamp.
c. Put the paper on top of the test tube. Make sure that the mouth of
the test tube and the paper are in contact.
d. Wait for the water to boil. Once fumes are coming out, let the paper
stay in the same position for 10 seconds.
e. Slide the paper horizontally by 10 cm. Make sure that the paper and
tube are still in contact.
f. Repeat step 5 for another 10 seconds. Observe and record.

7
 Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

Guide Questions:
1. What can you observe on the surface of the paper that is in contact with
the test tube? It became wet.
2. If the paper depicts Earth’s crust, what do you think is the water in the test
tube depicting? The water in the test tube depicts magma from the mantle.
3. What do you think will form on the surface of the crust? Volcano is the
geologic feature that will be formed in the surface of the crust.
4. Which among the geologic feature formed in the crust will be the oldest
and youngest? The oldest volcano is the first feature formed while the
youngest one is the most recently formed.
5. Which among the geologic feature formed in the crust will be the most
active and least active? The most active volcano is the youngest one since it
is still directly in contact with the source of magma while the least active is
the oldest one since it does not have any contact with the magma source
anymore.

Teacher’s Notes
The activity is used to recall how the volcanic islands form.

B. Discussion
Using the jumping boards presented in the Introduction, start the discussion of the lesson
by using the flow below.

1. Describe the plate tectonics theory. What is the concept behind plate tectonics theory?
Use slides 3 to 4 to discuss this.
a. According to plate tectonics theory, the lithosphere is a strong rigid layer the
uppermost mantle and crust that were broken into several major and minor
segments called tectonic plates.
i. There are seven major tectonic plates which include North America,
South America, Pacific, African, Eurasian, Australian-Indian, and
Antarctic plates.
ii. In addition, there are also intermediate-sized plates such as the
Caribbean, Nazca, Philippine, Arabian, Cocos, Scotia, and Juan de
Fuca plates. These plates are further divided into regions then into
microplates such as the Sundaland Plate. The edges of these plates

8
Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

are marked by volcanic and seismic activities which lead to the

formation of spectacular landforms.

2. Differentiate the types of plate boundaries. What are the three main types of plate
boundaries? Use slides 5 to 11 to discuss this.
a. There are three main types of plate boundaries, namely: divergent,
convergent, and transform fault. These plate boundaries also mark the
occurrence of earthquakes and the formation of volcanoes and mountains.
iii. A divergent boundary is formed when two plates move away from
each other resulting to the upward movement of molten material and
formation of new seafloor. This type of boundary is also called
constructive margin.
iv. A convergent boundary is formed when two plates move toward
each other. It is also known as a destructive margin.
v. Transform plate occurs when two plates simply slide past each
other. It is also known as the transform fault boundary.
b. Use Option A, B, C to elaborate on the types of plate boundaries.

Option A: Plate Boundaries Working Model

In this activity, students are asked to make a working model of the three types of
plate boundaries.

Duration: approximately 50 minutes

Teacher’s Preparation:
● printed copy of the model template

Plate Boundaries Model Template.

https://drive.google.com/open?id=1DtvVwaXDpK
Obhng1TEHtZqw421G-tbRk

Materials:
1. Ask the students to cut, fold, or glue each piece of the model. Follow the
instructions in each template as indicated.
2. The completed model should look like this:

9
Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

Transform
boundary

Divergent
boundary

Convergent
boundary

3. Click the link below to watch how it works.

Plate Boundaries Working Model.

https://drive.google.com/open?id=1TPxbZQ10Ehtc21n44m8rQ
BCbojyJEjXQ

Guide Questions:
1. What forms when you move the divergent boundary apart? Spreading of
sea floor crust formed when the model is pulled apart.

10
Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

2. What is the direction of crust movement in the convergent

boundary model? It moves toward the other continental crust.
3. What happens to the town in the transform boundary as you move the
model apart? The towns are separated as the model is pulled apart.

Teacher’s Notes
The activity is used to recall how to identify the number of electrons given
element symbols or atomic number in preparation to writing electron
configuration.

Option B: Moving Separate Ways

In this activity, the students are asked to determine how and why divergent
boundaries form.

Duration: 10 minutes

Teacher’s Preparation:
● LCD projector and computer (option 1)
● printed copy of the photo of rift valleys shown in the procedure (option 2)

Materials:
● photo of rift valleys

Procedure:
1. Using the projector and computer, flash the pictures shown below. An
alternative is to print a copy of the photos and post it on the board.
2. Ask the students to analyze the pictures.
3. Ask the students to list down concepts that come in their mind while
looking at the four pictures.
4. Let the students answer the guide questions that follow.

11
Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

Guide Questions:
1. What similarity can you observe in the four pictures? The pictures show
cracks between the land masses.
2. What can you say about Earth’s crust in the pictures? The landmasses are
moving apart.
3. If this phenomenon continues to occur for the next million years, what do
you think will be the effect on the crust? The landmasses will move farther
than what is seen in the picture.

Teacher’s Notes
The activity is used to recall divergent boundaries and how is it formed.

12
Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

Option C: When the Clays Collide

In this activity, the students are asked to demonstrate how convergent boundary
works.

Duration: 15 minutes

Materials:
● modeling clay
● 2 blocks of wood

Procedure:
1. Ask the students to perform the following steps:
a. Mold the clay with the following dimensions: thickness - 0.5 cm;
width - 4 cm; length - 12 cm. Make four strips with the same
dimension.
b. Put the four strips of clay on top of each other.
c. Put a block of wood on each end of the clay. Refer to the figure
below.
d. Push the block of wood together and observe what will happen to
the clay.

Guide Questions:
1. What happened to the clay as you push the blocks of wood
together? The strips of clay moved upward.
2. If Earth’s lithosphere is depicted by the strips of clay, what do you think
will form in the lithosphere as two plates are pushed toward each other?
Mountains will form.
3. Aside from your answer in no. 2, what other events can possibly occur due
to the movement of two plates? Earthquakes will also occur.

13
Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

Teacher’s Notes
The activity is used to recall convergent boundaries and how is it formed.

Web Box
For those who have Quipper Video
subscription, the teacher may present in
class the video for Mountain Belts in the
Philippines.

Before watching the video, ask the students

the following pre-viewing questions:
1. What are plate boundaries? These
are areas where active movement of
plate are happening.
2. Why is it important to know the plate
boundaries? Plate boundaries are
important to know since geological
processes are happening within the
boundaries which might cause
damage to structures and loss of
lives.

Instead of just watching the video, ask the

students to take down notes, respond to
questions posted after watching the video
offline or online using forms, focus group
discussions, or other possible strategies.

The teacher may also pause the video to add

additional details or ask questions to check
to understand.

After the video, ask the students the

following post-viewing questions:

14
 Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

1. How do plate tectonics related to

how the landforms form? The
constant motion and interaction of
plates produce mountains,
volcanoes, and earthquakes.
2. Why is active seismicity observed in
subduction zones? As the descending
plate sinks in a convergent boundary,
it is also accompanied by
earthquakes.

Link to the downloadable presentation slides: 1.4 Formation of Landforms

C. Practice & Feedback

Use the following strategies to assess student understanding.
1. Write the following questions on a separate ¼ sheet of paper.
a. What is the plate tectonics theory all about? According to plate tectonics
theory, the lithosphere is a strong rigid layer the uppermost mantle and crust
that were broken into several major and minor segments called tectonic
plates.
b. What are the seven major tectonic plates? The seven major tectonic plates
include North America, South America, Pacific, African, Eurasian,
Australian-Indian, and Antarctic plates.
c. What landform is produced by divergent boundaries? The ocean floor is a
landform produced by a divergent boundary.
d. How would you describe a convergent boundary? A convergent boundary is
formed when two plates move toward each other. It is where the oceanic
crust is destroyed and recycled.
e. Why is the transform fault boundary called a conservative margin? It is
because in this type of boundary, there is no formation or destruction of the
new lithosphere

2. Explain to the students that you’ll be playing a song. As the song is being played, the
students will pass the ¼ sheet of paper (with a question written on it) to another

15
 Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

student. Once the song stopped, a volunteer will be called to answer the questions
written on the paper they are holding. Correct misconceptions if there is a need.
3. Do the same process for the four remaining papers.
4. Call students to summarize the definition of plate tectonics and types of plate
boundaries.

Assess Performance
Use the following activities to assess understanding.

1. Ask the students to answer the following individually on their notebooks. Afterward,
it will be checked and graded.
a. Use the terms listed below to complete the puzzle. The letters in the bold
boxes vertically complete question no.9. The clues are given below.

Pangaea mantle spreading lithosphere

convection plates drift asthenosphere

16
Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

1. Continental _____________ is the hypothesis that continents move

slowly.
2. All continents were once joined together in a large landmass called
_____________.
3. _____________ current is the cycle of heating, rising, cooling, and sinking.
4. _____________ is located just beneath Earth’s crust.
5. The crust and part of the upper mantle is known as the _____________.
6. _____________ is the plastic like layer of Earth’s surface where
continental plates move.
7. Seafloor _____________ is created when hot magma forced upward at
mid-ocean ridges.
8. Sections of Earth’s crust and part of the upper mantle are known as
_____________.
9. Plate _____________ theory states that Earth’s crust and upper mantle
are in sections that separate.

Answer Key:
1. drift 6. asthenosphere
2. Pangaea 7. spreading
3. convection 8. plates
4. mantle 9. tectonics
5. lithosphere

2. Use the Check Your Understanding section in the study guide pages 10 to 11.
Students may answer it on their notebooks and will be checked and graded
afterward. Choose only selected items if not possible due to time.
a. Identify whether it is a major tectonic plate or an intermediate-sized plate.
Write MP if it is a major tectonic plate or IP if it is an intermediate-sized plate.
1. Australian-Indian Plate - M 6. Eurasian Plate - MP
2. Nazca Plate - IP 7. Cocos Plate - IP
3. Arabian Plate - IP 8. North American Plate - MP
4. Pacific Plate - MP 9. African Plate - MP
5. Antarctic Plate - MP 10. Caribbean Plate - IP

b. Modified True or False. Write true if the statement is correct. If false,

underline the text that makes the statement incorrect and write the correct
word or group of words on top of it.
1. There are eight major tectonic plates. - False, seven
2. The lithospheric crust is thicker in continents than in oceans. - True

17
 Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

3. When a convergent boundary is formed, it can result in the formation

of new seafloor. - False, divergent boundary
4. The convergence of two continental plates produces orogens. - True
5. Transform plate occurs when two plates simply slide past each other.
- True
6. The divergent boundary is also called constructive margin. - True
7. The lithosphere is located down below the asthenosphere. - False,
above
8. Lithosphere consists of the uppermost mantle and the overlying crust.
- True
9. The asthenosphere is a weak and ductile region that allows the
lithosphere to move as a separate continent. - True
10. The Atlantic Ocean is produced by a divergent boundary. - True

3. Additional worksheets during class when time permits or after class may also be
used.

Recall Worksheet (Level 1) 10-item recall quiz

Appendix A1. Assess-Recall Worksheet

Comprehension Worksheet 10-points guided assessment

(Level 2) Appendix A2.Assess-Comprehension Worksheet

Application Worksheet 10-points problem solving assessment

(Level 3) Appendix A3.Assess-Application Worksheet

Synthesis
1. Summarize the lesson by asking the following questions.
a. How does the plate tectonics theory explain the seven continents what we
have now? According to the plate tectonics theory, there was once a sole
supercontinent termed as Pangaea. The theory suggests that continents are
moving which results to the breaking apart of Pangaea. The result is seen as
the seven continents that we have now.
b. What is the difference between the types of plate boundaries? Convergent
boundary is formed when two plates move toward each other. Divergent
boundary is formed when two plates move away from each other resulting to
upward movement of molten material and formation of new seafloor. Lastly,
transform boundary occurs when two plates simply slide past each other.

18
 Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

2. To further deepen understanding, you may also ask the following.

a. What are the pieces of evidence that support the idea that continents drifted
apart? The continents seem to fit each other when combined all together. In
addition, the same fossils are scattered throughout the different continent
which suggests that they were once lived together.
b. Why is it important to know the plate boundaries? Plate boundaries are
important to know since geological processes are happening within the
boundaries which might cause damage to structures and loss of lives.

Bibliography
Carlson, Diane H. and Charles C. Plummer. 2009. Physical Geology: Earth Revealed, 8th
Edition. New York: McGraw-Hill Companies, Inc.

Hefferan, Kevin, and John O’Brien. 2010. Earth Materials. United Kingdom: Wiley-Blackwell
Publishing.

Levin, Harold L. 2013. The Earth Through Time. United States of America: John Wiley & Sons
Inc.

Marshak, Stephen. 2009. Essentials of Geology 3rd Edition. New York: W.W. Norton &
Company.

Stephen J. Reynolds, et al. 2013. Exploring Geology, 3rd Edition. United States: McGraw-Hill
Companies, Inc.

Tarbuck, Edward J., and Frederick J. Lutgens. 2015. Earth Science. New Jersey: Pearson
Prentice Hall.

19
 Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

Appendix A1. Assess-Recall Worksheet (With

Answer Key)
Instruction: Complete the table below by using your knowledge on plate boundaries.

Convergent Divergent Transform

Boundary Boundary Boundary

Sketch of plate
boundary
(just use arrows)

Description

Another name is
known for / Reason

Real world example

Answer Key:

Convergent Divergent Transform

Boundary Boundary Boundary

Sketch of plate →← ←→ →
boundary ←
(just use arrows)

formed when two formed when two occurs when two

plates move toward plates move away plates simply slide
Description each other from each other past each other
resulting to the
upward movement

20
 Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

of molten material
and formation of
new seafloor.

It is also known as a This type of In this type of

destructive margin boundary is also boundary, there is
because something called constructive no formation or
is destroyed in the margin. This is destruction of the
Another name is
process such as the because something new lithosphere.
known for / Reason
oceanic crust that is is constructed in the That is why it is also
destroyed and process such as the called a conservative
recycled. formation of the margin.
seafloor.

Great Rift Valley in San Andreas Fault in

Himalaya Mountain Africa; Mid-ocean California
Real world example (Mt. Everest) ridge

21
 Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

Appendix A2. Assess-Comprehension Worksheet

(With Answer Key)
Instruction: Underline the word in parenthesis that best complete the sentence.

1. (Human bones, Fossils), rocks and climate give support for Wegener’s continental
drift theory. Fossils
2. One evidence for seafloor spreading is the fact that the (youngest, oldest) rocks are
found at the mid-ocean ridges. young
3. Plate movement is brought about by the transfer of (solar, heat) energy inside Earth.
heat
4. (Alfred Wegener, Charles Darwin) was one of the first people to give a notion that all
of the continents are joined together in the past. Alfred Wegener,
5. When two continental plates (collide, move apart), a rift valley is created. move apart
6. New ocean crust is created at the (rift valley, mid-ocean ridge) mid-ocean ridge
7. (Oceans, Mountains) are produced when one continental plate collides with another
continental plate. Mountains

I. Study the diagram below. Write the letter of the correct description on the blank.

A. Whenever diverging plates continue to move apart, a mid-ocean ridge is

created which forms a new ocean basin. 2
B. The denser oceanic plate sinks beneath the less dense continental plate. 1
C. The converging of two oceanic plates force the denser plate under the other
plate which created volcanic islands above the sinking plate. 3

22
 Unit 1: Volcanoes, Epicenters, and Major Mountain Belts in the Philippines • Grade 10

Appendix A3. Assess-Application Worksheet (With

Answer Key)
Instruction: Answer the following questions.

1. How would you describe the movements of plates along the Himalayan Mountains?
Does it getting bigger, smaller, or remains the same? Explain.

The two plates along the Himalayan Mountains are pushing each other. Since the
plates are still moving, it is growing bigger.

2. In playing a jigsaw puzzle, what is the most effective technique to complete it fast?
How do you know that the puzzle that you are completing is correct? How is this
related to the continental drift theory?

In completing a jigsaw puzzle, the technique to solve it fast is to check the borders
of each puzzle piece. Check if it will fit to the current piece that you have. You will
know that the puzzle is correct if the image is continuous and connected to each
other. Similarly, the borders of coastlines when joined together will match like a
jigsaw puzzle. Identical rocks and fossils formed 200 million years ago are found in
various continents. This supports the idea that these were formed on the same
continent before it drifted apart.

23