Q1 Week 3

Science 10, First Quarter Week 3: Day 1
Learning Competency: Describe and relate the distribution of active volcanoes,

earthquake epicenters, and major mountain belts to Plate Tectonic Theory
(S10ES –Ia-j-36.1)
Title: Transform Plate Boundaries - Formation of Earthquakes and Faults
Grade Level: (Grade 10)
Duration: 50 minutes
Objective:
By the end of this lesson, students will be able to
 explain the process of transform plate boundaries and their effects on the
earth’s surface,
 explain the formation of earthquakes and faults at this type of plate
boundary.
Materials:
 PowerPoint presentation
 Whiteboard and markers
 Handouts with diagrams and key terms
Procedure:
Opening Activity (5 minutes)
Begin by asking students what they remember about plate tectonics from the
previous lesson. Write their responses on the whiteboard.
Introduction to Transform Plate Boundaries (10 minutes)
Using a PowerPoint presentation, explain the concept of transform plate
boundaries, including their definition, location, and characteristics. Highlight
the fact that these boundaries are where two plates slide past each other,
causing a lot of friction and pressure.
Formation of Earthquakes at Transform Plate Boundaries (20 minutes)
Using diagrams and animations, show how the movement of plates at
transform boundaries can cause the formation of faults and lead to
earthquakes. Highlight the difference between strike-slip faults and transform
faults, and explain the different ways that earthquakes can occur at these
boundaries.
Discussion and Reflection (10 minutes)
Lead a class discussion about the causes and effects of earthquakes at
transform boundaries. Ask students to reflect on the role that these boundaries
play in shaping the earth's surface and why it is important to understand their
effects.
Wrap-Up and Assessment (5 minutes)
Distribute a handout with key terms and diagrams related to transform plate
boundaries and ask students to complete a short quiz. Collect the quizzes for
assessment.
Remarks:
It is important to note that this lesson assumes a basic understanding of plate
tectonics and the different types of plate boundaries. If students are not
familiar with these concepts, it may be necessary to provide additional
background information or review material before beginning this lesson.
Reflection:
Overall, this lesson was successful in achieving its objectives. Students were
engaged throughout the presentation and participated actively in the class
discussion. However, some students struggled with the more technical aspects
of the material, particularly the different types of faults and their
characteristics. In the future, I may consider incorporating more hands-on
activities or interactive demonstrations to help reinforce these concepts.
Additionally, I would like to encourage students to ask more questions and
participate in more in-depth discussions about the implications of transform
boundaries for the environment and human society
Science 10, First Quarter Week 3: Day 2
Learning Competency: Describe and relate the distribution of active volcanoes,
earthquake epicenters, and major mountain belts to Plate Tectonic Theory
(S10ES –Ia-j-36.1)
Lesson Title: Review of Plate Tectonic Theory and its Components
Grade Level: 10
Subject Area: Earth Science
Time Required: 1 hour
Learning Objectives:
 Students will be able to describe the components of plate tectonic theory.
 Students will be able to explain the relationship between active
volcanoes, earthquake epicenters, and major mountain belts with plate
tectonic theory.
 Students will be able to identify examples of plate boundaries and their
associated landforms.
Materials:
Whiteboard and markers
Laptops or tablets with internet access
Printed handouts of diagrams and maps related to plate tectonic theory
Procedure:
Opening (5 minutes)
Greet the students and briefly review the previous day's lesson on plate
tectonic theory.
Ask the students to share what they remember about plate boundaries and
their associated landforms.
Mini-Lesson (20 minutes)
Use the whiteboard to review the different components of plate tectonic theory
(i.e. lithosphere, asthenosphere, convection currents, divergent, convergent,
and transform boundaries).
Show diagrams and maps to help illustrate these concepts and answer any
questions students may have.
Independent Practice (25 minutes)
Divide the class into small groups of 3-4 students.
Provide each group with a set of printed handouts containing diagrams and
maps related to plate tectonic theory.
Instruct each group to work together to identify examples of plate boundaries
and their associated landforms.
Encourage students to discuss their findings and ask questions as they work.
Closing (10 minutes)
Bring the class back together and ask each group to share their findings.
Discuss the relationship between active volcanoes, earthquake epicenters, and
major mountain belts with plate tectonic theory.
Ask the students to reflect on what they learned during the lesson and how it
relates to their understanding of the earth's surface.
Remarks:
It is important to provide students with opportunities to work in small groups
to encourage collaboration and discussion.
Encourage students to ask questions and seek clarification throughout the
lesson to ensure understanding.
Consider providing additional resources for students who may struggle with
the material.
Reflection:
Overall, the lesson was successful in meeting the learning objectives. The mini-
lesson provided a review of the components of plate tectonic theory, while the
independent practice allowed students to apply their knowledge and identify
examples of plate boundaries and their associated landforms. The closing
discussion provided an opportunity for students to share their findings and
reflect on what they learned. In future lessons, it may be helpful to incorporate
more interactive activities to engage students and promote deeper
understanding of the material.
Prepared by:
CHERAMAE B. MORALES-ORTEGA
Teacher-l
Checked:
RESA V. ELIZALDE
Principal-l

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Science 10, First Quarter Week 3: Day 1

Learning Competency: Describe and relate the distribution of active volcanoes,

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