SEMI-DETAILED LESSON PLAN IN SCIENCE 8
GRADE LEVEL QUARTER/DOMAIN WEEK & DATE PAGE NO.
10 FIRST DAY April 29, 2025
QUARTER/FIRST NO.
GRADING PERIOD Week 2,
Day 1-3
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
● the relationship among the locations of volcanoes, earthquake epicenters,
and mountain ranges
B. Performance The learners shall be able to:
Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes,
tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to government efforts in
reducing damage due to earthquakes, tsunamis, and volcanic eruptions
C. Learning At the end of the lesson, 80% of the students will be able to:
Competencies / ● describe the different types of plate boundaries (S10ES –Ia j-36.2)
Objectives (Write
the LC Code)
II. CONTENT 1. Plate Tectonics
1.2 Plate boundaries
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages ● Science 10 TG – Earth and Space Module
2. Learners’ Materials ● Science 10 LM – pp. 25-30
pages
3. Textbook pages ● Science 10 Textbook – pp. 20-25
Department of Education. (2016). Science – Grade 10 Learner's Module. DepEd.
B. Additional Materials PHIVOLCS. (n.d.). Plate Tectonics. Retrieved from
from Learning https://www.phivolcs.dost.gov.ph
Resources Portals
C. Other Learning ● Simulation Kit Materials (colored clay, cardboard, ruler)
Resources ● Online Plate Movement Simulation (SEPUP plate motion simulation model)
https://sepup.lawrencehallofscience.org/geology-unit-plate-boundaries/
IV. PROCEDURES
Preliminary activities 1. Prayer
● The teacher will ask a student to lead the class in a short prayer.
2. Greetings
● The teacher will greet the students warmly:
“Good morning, class! How are you today?”
3. Checking of Attendance
● The teacher will let the class secretary to check the attendance
A. Revising the previous ANALYSIS
lesson or presenting the
new lesson DAY 1
ENGAGE
Review of previous lesson. (5 minutes)
● The teacher will have an activity entitled “REMEMBER ME!”. The
students will recall and arrange jumbled words that are important and
related to the previous discussion.
1. What is the vibration of Earth due to rapid changes in energy?
_ A_T_QU_K_
2. What is the location on the Earth's surface directly above the focus of an
earthquake?
_ _ I C _ N T_ R
3. What is a landmass that projects well above it's surrounding, higher than a
hill?
M__N_A_N
4. What is a chain of mountains?
_O_NT_I_N R _ _G _
5. What if a volcano accounts for an eruption within 100,000 years?
A _ T _ _ E. V _ _ C A _ O
After that, the teacher will ask random students.
1. How do volcanoes, earthquakes, and mountain ranges shape the
land we live on ?
2. How does the study of volcanoes, earthquakes, and mountain ranges
contribute to our understanding of plate tectonics ?
3. What are the impacts of these phenomena on our environment, and
what are ways to mitigate them?
● The students will brainstorm their ideas and share them with the class.
B. Establishing a purpose for
the lesson After the students share their ideas about the questions given.
Activity 1.0: Analyze Me!
(5 minutes)
The teacher will show a series of pictures, and students will randomly be selected to
answer the guided questions below.
Material needed:
Laptop (for powerpoint presentation)
Projector
Direction: Analyze the pictures below.
Guide Questions:
1. What can you say about the pictures?
2. How do these landforms connect to one another?
3. How is the Earth's movement responsible for these?
After that, the teacher will introduce the new lesson, plate boundaries. They will
explore the various types of plate boundaries and how these different landforms can
be created.
ACTIVITY 1.1: ANALYZE ME!
(5 minutes)
The teacher will call random students to answer the guided questions.
Direction: Analyze all the pictures below.
Guide Questions:
1. What are the pictures above?
2. How do these phenomena occur?
3. What do they have in common?
4. Are these events related to movements of the Earth's plate?
● The selected students will answer the questions given to them.
Using a PowerPoint presentation, the teacher will discuss the types of plate
boundaries, tectonic processes and its geological features.
Plate boundaries are the regions where tectonic plates converge, diverge, or slide
past each other, often causing major geological events. These boundaries are
important as they are the sites of earthquakes, volcanic eruptions, and the creation of
mountain ranges, trenches, and ridges. Tectonic plate boundaries are divided into
three main types based on their relative motion: convergent, divergent, and
transform.
Convergent Boundaries:
Convergent boundaries occur where two tectonic plates collide. This can lead to one
plate being forced beneath the other in a process known as subduction or the
formation of mountain ranges when two continental plates converge. These
boundaries are commonly linked to volcanic arcs and deep ocean trenches.
Divergent Boundaries:
Divergent boundaries are formed when two tectonic plates move away from each
other. As they separate, magma from the Earth's mantle rises to fill the gap, creating
new crust and forming features such as mid-ocean ridges and rift valley.
Transform Boundaries:
Transform boundaries occur when two plates slide horizontally past one another.
This lateral movement often results in large-scale earthquakes as the plates grind
along fault lines.
C. Presenting examples/
instances of the new
lesson
Examples of plate boundaries:
1. HIMALAYAS (convergent)
2. MID- ATLANTIC RIDGE (divergent)
3. SAN ANDREAS FAULT (transform)
DESIGN
D. Discussing new concepts
and practicing new skills EXPLORE
#1
Activity: Boundaries in Motion (25 minutes)
Students will work in groups to further broaden their knowledge about plate
boundaries. The teacher will introduce the integrated simulation activity, the
students will manipulate the simulation, observe the results and record their
findings on a worksheet.
Materials:
-Laptop with internet access
-Access to the simulation at https://sepup.lawrencehallofscience.org/geology-unit-
plate-boundaries/
-Student worksheets (provided by the teacher)
Procedures:
1. The class will be divided into 5 groups.
2. Each group must explore all types of plate boundary: convergent,
divergent, and transform.
3. The teacher will instruct the students in how to access and use the
simulation tool, focusing on each boundary type.
4. Each group will interact with the simulation, observe the geological
processes and landforms that result from plate movements, and write their
observations on the worksheet.
5. Once all groups have completed the activity, they will present their findings
to the class.
The teacher will facilitate each group on how they will work on the simulation. The
students will refer to the timeline indicated in the “pick time” button to observe the
changes all throughout the years presented. They will record their observations on
the worksheet provided by the teacher (worksheet sample below).
Science 10- Plate Boundaries Simulation Worksheet
Group:
Members:
SIMULATION OBSERVATIONS MATRIX
TIMELINE CONVERGENT DIVERGENT TRANSFORM
10 years
100 years
1,000 years
1 million years
5 million years
20 million years
The students will answer the question:
1. What geological events are associated with each boundary?
2. Describe how the plates move on each boundary.
3. How does each boundary lead to the formation of the new geological
events?
REFLECTION
1. What did you find most interesting about the boundaries you observed
during the activity?
2. In what ways did the simulation help you understand plate boundaries
better?
E. Discussing concepts and
practicing new skills #2
F. Developing mastery. DAY 2
(Leads to Formative
Assessment 3) DEVELOPMENT
EXPLAIN
The teacher will design a hands-on activity where students can investigate the topic
in a hands-on and inquiry-based manner.
Activity 3:
Hands-on Activity: Tectonic Jigsaw Puzzle Challenge: Cracking Earth's Crust!
(30 minutes)
The teacher will start with these warm-up questions:
"Imagine the Earth's crust like a giant puzzle. What happens if one piece moves?"
"How would movement affect the neighboring pieces?"
Ask students about their current understanding of tectonic plates:
● “What do you know about tectonic plates and their movements?”
● “Have you heard of plate boundaries like divergent or convergent before?”
The teacher will Introduce the hands-on activity:
The teacher will instruct the students that they will build Earth's crust puzzle,
simulate plate movements, and observe how different boundaries — convergent,
divergent, and transform — are formed."
Instruct students that they will work in small groups to simulate the movement of
tectonic plates and observe how different plate boundaries behave. They will record
their findings on their worksheets.
Divide the class into small groups (5 members).
After the groupings, the teacher will instruct the students to bring the following
materials for tomorrow's activity.
Materials needed for each group:
● Pre-cut irregular cardboard pieces (jigsaw puzzle style, about 6–8 pieces)
● Markers
● Tray or flat surface (like a desk or table)
● Fine sand or powder (optional, for better visual effects)
● Sticky notes or small labels
● Prepared Scenario Cards (examples: "Slide Plate A left," "Push Plate B into
C," etc.) (Provided by the teacher)
The students will develop the necessary materials, including the puzzle pieces,
scenario cards, and student worksheets. Create clear instructions that will allow the
students to successfully simulate plate movements.
Materials Preparation:
● Puzzle Pieces: Pre-cut irregular cardboard pieces to represent tectonic
plates.
● Scenario Cards: Cards with instructions for different types of plate
movements (e.g., “Push Plate A into Plate B” for convergent).
● Student Worksheet: A worksheet for students to draw, label, and reflect
on the movement of the plates. The worksheet will include:
○ Plate labels
○ Observation space for before and after scenarios
○ Questions for reflection (e.g., “What happened when the plates
collided?”)
Developing the Jigsaw Puzzle:
Step 1: Sprinkle fine sand or powder on the tray to enhance the visual effect of
cracks, shifts, or gaps. Instruct students to assemble their puzzle pieces on a flat
surface to form a "crust" (Earth's crust). Each group will arrange their cardboard
pieces in a manner that resembles tectonic plates.
Simulating Plate Movements:
● Distribute Scenario Cards to each group. Each group draws Scenario
Cards randomly.
Follow instructions such as:
● Push Plate A into Plate B (Convergent boundary).
● Pull Plate C away from Plate D (Divergent boundary).
● Slide Plate E horizontally past Plate F (Transform boundary).
● For each card, students will physically move the plates on the table to
simulate the described boundary (e.g., "Push Plate A into Plate B" for a
convergent boundary).
Recording Observations (5 minutes):
● Instruct students to record their observations in their Observation
Worksheet.
They should draw and label the movement before and after the plate
interaction.
● Prompt students with questions:
○ "What happens to the plates when they push into each other?
(Convergent)"
○ "What happens when plates slide past one another? (Transform)"
○ "What happens when plates move apart? (Divergent)"
The teacher will assess the students’ understanding of plate boundaries, their ability
to simulate plate movements, and their ability to connect these movements to real-
world geological events.
After completing the puzzle simulation, students will share their observations
with the class. (10 minutes)
The teacher will ask the groups to explain:
● What boundary process they modeled.
● What effects occurred (e.g., gaps, overlaps, faults).
● How these effects relate to real-world geological phenomena, such as
earthquakes or the formation of mountains.
Evaluate group presentations using a simple rubric:
G. Finding practical IMPLEMENTATION
applications of Day 3
concepts and skills in ELABORATE
daily living
Activity Title: Community Action Plan Development
Activity objectives:
- Research existing government disaster preparedness initiatives.
- Develop a feasible community action plan to mitigate disaster damage.
- Present their plan clearly and persuasively.
Resources:
Internet access for research, Classroom materials
- Instructional Strategy: Inquiry-based learning, collaborative group work,
Activity: Community Action Plan Development
(Based on performance Standard no.2)
- The Teacher will group students into 5 groups.
Description:
Students work in groups to develop a comprehensive community action plan aimed
at reducing damage from natural disasters. They will research existing government
initiatives and identify gaps or areas for improvement. Each group will present their
plan, highlighting specific actions that individuals can take to support government
efforts, such as community preparedness workshops, public awareness campaigns,
or participation in local emergency response teams.
- Assessment: Rubric (see below) focusing on understanding of plate tectonics,
research quality, plan feasibility, teamwork, and presentation skills.
- Materials:
Handout outline the activity, access to online resources, presentation software.
- Student will gather resources (e,g: Compile relevant websites, articles, and
government documents).
- Student will Prepare instructional materials (e,g: Develop handouts,
presentations)..
The teacher will introduce the activity " Community Action Plan Development"
and will facilitate the group work. This will be submitted online through google
docs.
The rubric will be use to assess each group action plan. The feedback will be
collected from the students on the activity to inform future iterations. Then the
analysis results will follow, the students will examine the overall performance of
the class to identify areas of strength and weakness in their understanding and
skills.
H. Making generalizations The teacher will make a generalization by letting one representative from the
and abstractions about the groups to explain the following information:
lesson.
Plate Boundary Types
Earth’s lithosphere is divided into plates that interact at three main types of
boundaries:
• Convergent: Plates collide (e.g., continental collision forming mountains,
oceanic-continental subduction forming volcanic arcs).
• Divergent: Plates move apart (e.g., mid-ocean ridges creating new crust).
• Transform: Plates slide past each other (e.g., San Andreas Fault causing
earthquakes).
Landform Associations: Specific landforms are consistently found near particular
boundary types. This isn’t a one-to-one relationship, but strong correlations exist:
➢ Convergent (oceanic-continental): Volcanic mountain ranges,
deep ocean trenches.
➢ Convergent (continental-continental): High mountain ranges.
➢ Divergent: Mid-ocean ridges, rift valleys.
➢ Transform: Fault lines, linear valleys.
➢ Earthquake & Volcano Distribution: The global distribution of
earthquakes and volcanoes is not random; they are concentrated
along plate boundaries. The intensity and type of seismic activity,
as well as volcanic explosivity, are linked to the type of plate
boundary.
Plate tectonics isn’t just about individual boundaries; it’s a comprehensive
explanation unifying many seemingly unrelated geological phenomena (mountain
building, earthquakes, volcanoes, ocean basin formation). Plate tectonics reveals
the Earth’s dynamic nature – constant movement, creation, and destruction of the
lithosphere. It's not a static system. The features we see today (mountains, oceans)
are products of millions of years of plate movement. Plate boundaries represent
ongoing, long-term geological processes.
The teacher will ask random students to answers the questions below:
1. What type of plate boundary might occur, if a new volcano suddenly becomes
active?
2. What evidence supports the theory of plate tectonics?
I. Evaluating learning Evaluation
EVALUATE
The will assess the students understanding regarding the topic by implementing a
multiple choice type of assessment.
Direction: Encircle the best answer.
1. A newly discovered underwater mountain range shows evidence of volcanic
activity and new crust formation. Which type of plate boundary is most likely
responsible?
a) Convergent oceanic-continental
b) Convergent continental-continental
c) Divergent
d) Transform
2. The Himalayan mountain range is the result of which type of plate interaction?
a) Oceanic-oceanic subduction
b) Oceanic-continental subduction
c) Continental-continental collision
d) Transform faulting
3. A region experiences frequent, shallow earthquakes but lacks significant volcanic
activity. Which plate boundary is most likely present?
a) Convergent
b) Divergent
c) Transform
d) Cannot be determined from the information provided.
4. Which of the following statements BEST distinguishes between oceanic-
continental and continental-continental convergent plate boundaries?
a) Volcanic activity is present at only oceanic-continental boundaries.
b) Earthquakes occur at only continental-continental boundaries.
c) Mountain ranges are formed only at oceanic-continental boundaries.
d) Significant subduction occurs primarily at oceanic-continental boundaries.
5. The presence of a deep ocean trench and a volcanic arc strongly suggests which
type of plate boundary?
a) Divergent
b) Transform
c) Convergent oceanic-continental
d) Convergent continental-continental
6. If you were to predict the location of a future major earthquake, which feature on
a geological map would be most helpful?
a) Deep ocean basin
b) Extensive grasslands
c) Active fault line
d) High mountain range
7. A region is characterized by frequent volcanic eruptions of a highly explosive
nature. What tectonic setting would BEST explain this phenomenon?
a) A mid-ocean ridge
b) A transform fault boundary
c) A continental rift
d) An oceanic-continental convergent boundary
8. How does the density of oceanic crust compared to continental crust influence
the formation of volcanic arcs at convergent plate boundaries?
a) Oceanic crust’s higher density causes it to subduct, leading to magma generation
and volcanism.
b) Continental crust’s higher density causes it to subduct, leading to magma
generation and volcanism.
c) Density differences play no role in volcanic arc formation.
d) Both crust types have similar densities, leading to equal likelihood of volcanism.
9. Which of the following is NOT a direct consequence of plate tectonics?
a) Formation of mountain ranges
b) Climate change
c) Earthquakes
d) Volcanic eruptions
10. Analyzing the age of the seafloor provides strong evidence for which geological
phenomenon?
a) Continental drift
b) Subduction
c) Seafloor spreading
d) Transform faulting
J. Additional activities for
application or The teacher will give a bring home activity which will be submitted by the students
remediation next meeting through google form
● Students will investigate how different types of plate boundaries
(convergent, divergent, transform) cause specific natural disasters. They
will research a real-world example and develop preparedness strategies.
Then, they will create either an educational poster or a video presentation
that:
1. Explains how the type of boundary causes specific disasters (based on
research).
2. Features a real-world disaster example related to their assigned boundary.
3. Provides safety tips organized into "Before, During, and After" stages using
reliable sources.
4. Incorporates visuals (maps, diagrams, photos) and is logically organized.
Teacher will evaluate final projects using a rubric assessing scientific
accuracy, content, and presentation quality.
Prepared by: GROUP 1
Balois, Ivy M.
Lacaba, Kyla F.
Esmeralda, Graceful Jane M.
De Paz, Dezairen
Diola, Aljean
Madjos, Trishi
