10

Quarter
Lesson 1 1
Lesson Exemplar Lesson

for Science 3

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 7
Quarter 1: Lesson 3 (Week 3)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writers:

• Maria Teresa G. Atanacio (Valenzuela City School of Mathematics and Science)

Tagasuri:

• Marc Vener C. Del Carmen (Philippine Normal University – Manila )

Management Team

Philippine Normal University

Research Institute for Teacher Quality
SiMMER National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected]

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SCIENCE (EARTH AND SPACE SCIENCE) / QUARTER 1 / GRADE 10

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that Plate movements and continental evolution account for the major surface features
Standards of the Earth.

B. Performance By the end of the Quarter, learners describe and explain the geologically dynamic nature of the Philippine Archipelago
Standards in relation to its plate tectonic setting and use models to explain the earth structures, movements, and natural events
that occur. They use critical thinking and modeling to explain mechanisms that have contributed to the current
distributions of continents and make predictions about changes that can be expected in the future. Learners gather
information from secondary sources to describe rapid changes that are occurring in local and global climate patterns
and propose solutions to address these changes at the local and global levels by drawing on awareness, responsible
personal behavior to conserve materials and energy, and through the better societal management of the natural
resources of the country.

C. Learning • Identify the locations of major mountains, faults, volcanos, and ocean trenches using a map of the Philippine
Competencies Archipelago, and interpret the features in relation to plate tectonics;
and Objectives • Explain how the subduction of an oceanic plate impacts on the plate above it;
• Explain how plate tectonics can be used to explain the formation of the largest mountain ranges on Earth
including the Himalayas and the Andes mountains;
1. Describe the position of major mountains, faults, volcanoes, and ocean trenches using the map of the
Philippine archipelago.
2. Explain the processes that occurs along convergent boundaries.
3. Identify the structures form in oceanic-continental convergence, oceanic-oceanic convergence, and
continental-continental convergence.
4. Determine how the largest mountain ranges on Earth form.
5. Recognize the importance of mountain ranges for organisms and the environment.

C. Content Plate Tectonics

D. Integration Complementarity of structure and function

1
II. LEARNING RESOURCES

● Understanding plate motions [this dynamic earth, USGS]. (n.d.-a). https://pubs.usgs.gov/gip/dynamic/understanding.html

● Geology of Rocky Mountain National Park | U.S. Geological Survey. (n.d.). https://www.usgs.gov/geology-and-ecology-of-national-parks/geology-rocky-mountain-
national-park#:~:text=Starting%2075%20million%20years%20ago,in%20the%20Never%20Summer%20Range.
● Study explores how tectonic forces shape the Andes. (2022, October 27). https://ig.utexas.edu/news/2022/study-explores-how-tectonic-forces-shape-the-andes/
● Queano, K. L., Ali, J. R., Milsom, J., Aitchison, J. C., & Pubellier, M. (2007). North Luzon and the Philippine Sea Plate motion model: Insights following paleomagnetic,
structural, and age‐dating investigations. Journal of Geophysical Research, 112(B5). https://doi.org/10.1029/2006jb004506
● The Himalayas [This Dynamic Earth, USGS]. (n.d.). https://pubs.usgs.gov/gip/dynamic/himalaya.html
● Limos, M. A. (2020, April 6). Photographers Rush to Capture This Impossible View of the Himalayas Not Seen Since WWII. Esquire.
https://www.esquiremag.ph/politics/news/himalayas-impossible-view-clean-air-a00293-20200406-lfrm
● Dakilanglaagan. (2020, November 14). Sierra Madre: What Most Filipinos Don’t Know about this Mountain Range. Pinterest.
https://ph.pinterest.com/pin/574349758734696804/
● User, U. (2023, October 17). With reference to the theory of plate tectonics, discuss the various types of plate tectonic boundaries around the world. - Universal Group Of
Institutions. Universal Group of Institutions. https://universalinstitutions.com/with-reference-to-the-theory-of-plate-tectonics-discuss-the-various-types-of-plate-
tectonic-boundaries-around-the-world/
● Wikipedia. (2020, November 17). File:Philippine plate tectonics, volcanoes, and trenches.png - Wikipedia.
https://en.m.wikipedia.org/wiki/File:Philippine_plate_tectonics,_volcanoes,_and_trenches.png
● NOAA Fisheries. (n.d.). Marianas Trench Marine National Monument: Tectonic Evolution [PDF]. https://media.fisheries.noaa.gov/dam-migration/mtmnm-tectonic-
evolution-lesson-plan.pdf
● Estrada, C. (2021, June 7). 2.4 Convergent boundaries. Pressbooks. https://open.maricopa.edu/hazards/chapter/3-7/
● Earle, S. (2019, September 23). 10.4 plate, plate motions, and plate boundary processes. Pressbooks. https://opentextbc.ca/physicalgeology2ed/chapter/10-4-plate-
plate-motions-and-plate-boundary-processes/
● NOAA Ocean Explorer: Submarine Ring of Fire 2003: Global distribution of active marine volcanic arcs. (n.d.).
https://oceanexplorer.noaa.gov/explorations/03fire/logs/mar02/media/global.html
● Nag, O. S. (2017, August 29). What is a Convergent Boundary? WorldAtlas. https://www.worldatlas.com/what-is-a-convergent-boundary.html
● Staff, U. T. (2018, January 18). The beauty of Rocky Mountain National Park. National Parks. https://www.usatoday.com/picture-
gallery/travel/experience/america/national-parks/2018/01/17/the-beauty-of-rocky-mountain-national-park/109550744/
● Gohu, K. (2023b, February 21). Thank you Sierra Madre Mountain Range for protecting us. Modern Parenting. https://modernparenting-onemega.com/thank-you-sierra-
madre-mountain-range-for-protecting-us/
● Is This A Name? (2018b, September 1). # 13 Colliding or convergent boundary oceanic continental [Video]. YouTube. https://www.youtube.com/watch?v=ipRKWzi6R80

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Guide the students in solving

Knowledge 1. Short Review- Think, Pair, Share the exercise by recalling their
Earth Science lesson from
• Assign each student to a partner. Allow them to discuss, share their thoughts, Grades 8 and 9.
and come up with a response to this question:

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 1) How do tectonic plates move? The learners may provide the
2) Which type of tectonic plate boundary involves collisions? following responses:
• Tectonic plates move in
On a short bond paper, allow them to illustrate their ideas. three directions: towards,
Have it posted on the wall once the learners are done, allow a representative of the away, and side by side.
pair to present their output on front. • Convergent boundaries
occur when tectonic plates
collide.
• Results: Mountains,
volcanoes, faults,
earthquakes.

Process the learners' responses.

B. Establishing 1. Lesson Purpose This section of the lesson will

Lesson Purpose help students become curious
how the dynamic motion of
tectonic plates causes
structures to form above or
along them.

Image source Sierra Madre: What Most Filipinos Don’t Know about this Mountain Range – Dakilanglaagan | Sierra madre, Mountain range, Sierra (pinterest.com)

Using the figure above, let the learners answer the following questions:
1. What do you think is the green portion in the Philippines map?
2. What is the significance of this structure for the Philippines?
3. How is this structure formed?

2. Unlocking Content Vocabulary Words to search:

Loop a Word: 1. converge
2. ranges

3
 Search the puzzle for the word(s) that correspond to the descriptions provided 3. trench
below. 4. tectonic plates
5. features
6. arch
7. island
8. archipelago
9. subduct
10. landforms

1. to come together or move forward

2. arranged in a row or rows or in a specified order
3. a deep and narrow hole, or ditch, in the ground
4. pieces of the Earth's crust and uppermost mantle
5. a noticeable or important characteristic or part
6. a curved symmetrical structure
7. a piece of land surrounded by water
8. a group of islands
9. moving below or beneath the edge of another
10. includes such large features as plains, plateaus, mountains, and valleys

C. Developing and FORMATIONS ALONG CONVERGENT BOUNDARIES Recall the lesson in Grade 9
Deepening about the different types of
Understanding 1. Explicitation plate boundaries.

The Earth's lithosphere, which includes the crust and upper mantle known as 1. Divergent Plate
tectonic plates, moves slowly over time. The following image depicts the three Boundary
types of tectonic plate boundaries. Let the learners analyse the diagram below - Tectonic plates move
and input the information into the table to complete their descriptions. away from each other
- Mid-oceanic ridge/ Rift
valleys
- Yes

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 2. Convergent Plate
Boundary
- Tectonic plates move
away from each other
- deep trench
- Yes
3. Transform Plate
A B C Boundary
- tectonic plates glide past
one another horizontally
- No landforms associated
with this margin. Stress
builds up in these points
of contact, causing the
rocks to crack or slip.
Image source https://universalinstitutions.com/with-reference-to-the-theory-of-plate-tectonics-discuss-the-various-types-of-plate-tectonic-boundaries-around-the-world/ These areas of breakage
TECTONIC PLATE BOUNDARIES or slippage are called
A B C faults.
Motion (describe the - Yes
motion of one plate
relative to another)
Topography (what are
the landforms
associated with this
margin?)
Does it result to
volcanism?
Type of Plate
Boundary

2. Worked Example This activity will allow the

The learners will examine the map and descriptions provided below. Allow learners to understand about
learners to list the convergent boundaries that surround the Philippines. various kinds of convergent
boundaries and how different
structures form along or above

5
 them.
• Philippine Sea Plate (PSP) Philippine Mobile Belt
(PMB)
• East Luzon Trough (ELT) Philippine Trench (PT) Using a map, instruct learners
• Sundaland Plate (SP) on how to locate and compare
• PMB along Manila (MT)
several types of convergent
• Negros (NT)
• Sulu (ST) boundaries in the Philippines,
• Cotabato (CT) and geological features such as
• Palawan-Mindoro Continental Block (PCB) large mountains, faults,
• Palawan-Mindoro Collision Zone (PCZ) volcanoes, and ocean trenches.
• Philippine Fault Zone (PFZ)
active volcano

trench

Image source https://en.m.wikipedia.org/wiki/File:Philippine_plate_tectonics,_volcanoes,_and_trenches.png

1. Northwestward subduction of the Philippine Sea Plate (PSP) beneath the

Philippine Mobile Belt (PMB) along the East Luzon Trough (ELT) and
Philippine Trench (PT);
2. Southeastward subduction of Sundaland Plate (SP) beneath the PMB
along Manila (MT), Negros (NT), Sulu (ST), and Cotabato (CT) trenches.
Trenches represent the deepest portions (dark blue) of the surrounding
seas.
3. Subduction along MT and NT is interrupted by the collision of the
Palawan-Mindoro Continental Block (PCB) with the PMB along the
Palawan-Mindoro Collision Zone (PCZ).
4. The Philippine Fault Zone (PFZ) traverses the length of the PMB. 5. Active
volcanoes generally align with the trenches.

1. Ask the students to classify the listed convergent boundaries as continental-

oceanic, oceanic-oceanic, or continental-continental.
2. Allow them to determine the landforms and features that exist near the
convergence zones, as shown in the diagram above.
This activity will inform
3. Lesson Activity learners about the geological
characteristics of the
Philippines as a result of the

6
 convergence of tectonic plates
that encircle the country, as
well as its many advantages
and benefits.

Possible answer:
Organisms benefit from
structures formed in
convergent boundaries by
exploiting the diverse habitats,
resources, and ecological
Image source Marianas Trench MNM: Tectonic Evolution (noaa.gov) niches created by geological
The image below shows convergent boundaries surrounding the Philippines. When processes. These regions
tectonic plates collide, massive geological forces are unleashed. Earthquakes hit, support complex ecosystems
volcanoes erupt, and mountains rise. The geologic activity near collision zones is with high biological productivity
highly beneficial to all humans. Dry land on Earth survives solely because and contribute to the overall
continents are formed and maintained above sea level by volcanism and mountain richness and resilience of
building in subduction zones. Subduction processes produce a wide range of Earth's biosphere.
valuable natural resources. Convergent plate boundaries produce oil and natural
gas deposits, fresh, fertile soils, gold, silver, uranium, and diamonds.

Guide Questions:
1. List the advantages of convergent boundaries.
2. Convergent boundaries have numerous benefits. Will you take
advantage of the opportunity to live near a convergent boundary?
Why?

Day 2 This activity demonstrates how

two oceanic plates collide. This
CONVERGENCE OF TWO OCEANIC PLATES kind of convergent boundary is
known as oceanic-oceanic
1. Explicitation convergence.
Analyze the image below then answer the questions that follow:
1. Plate A and B are both
oceanic plates.

7
 2. Oceanic Plate – Oceanic
Plate convergence
3. Usually, one of the
oceanic plates is older.
The older plate is cooler
and denser than the
younger plate. The
denser plate will slide
beneath the younger
Image source: 2.4 Convergent Boundaries – Dynamic Planet: Exploring Geological Disasters and Environmental Change (maricopa.edu)
plate.
4. Tsunami
Guide Questions:
1. What is plate A? Plate B?
2. What do you call this type of convergence?
3. What happens when two oceanic plates converge?
4. If the edge of plate B moves upward, a big amount of water could be
displaced. What might form at the surface of the sea? In the illustration, arrows
2. Worked Example moving toward each other
Identify locations where two oceanic plates collide using the diagram below. represent tectonic plate
convergence.

1. The illustration shows

the following set of tectonic
plates moving toward each
other:
A. Eurasian Platea and
Indian Plate
B. Caribbean Plate and
Image source 10.4 Plate, Plate Motions, and Plate Boundary Processes – Physical Geology – 2nd Edition (opentextbc.ca)
Cocos Plate
C. Pacific Plate and North
1. List pairs of tectonic plates that collide according to the diagram above. American Plate
2. What geological events occur when tectonic plates collide? D. Pacific Plate and
3. What structures emerge because of this type of tectonic plate movement? Australian Plate
4. How were the Philippine Islands formed? E. Indian Plate and
Eurasian Plate
3. Lesson Activity

8
 F. Philippine Plate and
Eurasian Plate

2. This type of convergent

boundary produces the
following geological features
and events:
A. Earthquakes
Image source NOAA Ocean Explorer: Submarine Ring of Fire 2003: Global distribution of active marine volcanic arcs B. Subduction
Zone/Trenches
Learners’ Task: C. Volcanoes at the surface
• Using the image above, identify regions or countries that have been described as
island arcs. Identify the converging oceanic plates that caused its creation. Enter Many of the Philippines'
your response in the data table below. thousands of islands are
classed as island arcs,
ISLAND ARC CONVERGING OCEANIC PLATES
produced by subduction
following the collision of three
plates (the Eurasian Plate, the
Philippine Sea Plate, and the
Indo-Australian Plate). The
creation of the initial island
arcs is thought to have
DAY 3 occurred millions of years ago
on the southern portion of the
OCEANIC-CONTINENTAL CONVERGENCE Philippine Sea Plate. The
original island arcs are thought
1. Explicitation to have crashed with
Subduction can result from more than just ocean-oceanic convergence. Allow the Sundaland, resulting in a
students to watch a short clip on another reason for subduction. sequence of additional islands
in the archipelago.
VIDEO LINK: https://www.youtube.com/watch?v=ipRKWzi6R80
Use this diagram again to
• What other type of convergence creates subduction zones? determine the converging
oceanic plates that caused the
2. Worked Example formation of island arcs.

9
 Image source What is a Convergent Boundary? - WorldAtlas

This section of the lesson will

Let the learners analyze the diagram above and answer the following questions: help learners comprehend that
oceanic-continental
1) What type of plate is A? How about B? Why did you say so? convergence can also result in
2) Describe what happens to plate A as it collides with plate B. What caused the formation of a subduction
this event to occur? zone.
3) What do you think might happen to the leading edge of plate A as it
continues to move downward? Why? The teacher must recall Grades
4) As the plates continue to grind against each other, what another geologic 6 and 9 lesson about the types
event could take place? of crust:
5) What do you call the molten materials beneath the zone of collision? - Oceanic – thin, dense
6) What is formed at the top of plate B? - Continental -thick, less
dense
3. Lesson Activity The oceanic plate is denser;
thus, it subducts. This
Fill in the missing word(s) to complete the paragraph below. indicates that the oceanic
plate descends beneath the
Convergent boundaries are areas where two or more tectonic plates move continent.
1.____________ one another. When the oceanic crust converges with the continental
crust, the denser oceanic plate 2. __________ beneath it. This process, known as 3.
__________, results in the formation of long cuts in the ground called 4. ____________.
The figure shows convergence
The entire region is called a 5. ____________. Subduction zones are prone to strong between oceanic plate and
earthquakes and volcanic eruptions. The subducting plate promotes 6. __________ in continental plate.
the mantle above it. The magma rises and erupts, resulting in the formation of 7. 1. Plate A – Oceanic plate
__________. These coastal volcanic 8. __________ are located in a line above the (thinner and denser)
subducting plate. This type of subduction generates 9. ____________ and creates Plate B – Continental plate
volcanoes classified as 10. ___________.
(thicker and less dense)
2. Plate A bends downward
DAY 4 the continental plate

10
Formation of largest mountain ranges on Earth: CONTINENTAL- because it is denser than
CONTINENTAL CONVERGENCE plate B.
3. The leading edge of plate
1. Explicitation A will start to melt
because the temperature
Directions: Arrange the jumbled letters to find out the names of the mountains and beneath the crust is
their locations. higher.
4. Earthquakes
5. Magma
6. Volcanoes or volcanic arc

Key:
1. Toward
Image source: This Impossible View of the Himalayas Has Not Been Seen Since WWII Image source: Andes Grew to Towering Heights in Two Explosive 'Growth Spurts' | Live 2. Sinks
3. Subduction
(esquiremag.ph) Science

Name: L H A S A Y M I A Location: ETSAUOTHS Name: E A S N D Location: OTSHU 4. Trenches

IAAS CIRAAEM
5. Subduction Zone
6. Melting
7. Volcanoes
8. Mountains
9. Earthquakes
Image source Thank You Sierra Madre Mountain Range For Protecting Us |
(modernparenting-onemega.com)
Image source The beauty of Rocky Mountain National Park (usatoday.com) 10. Continental/Volcanic arc
Name: I RSAER Location: SPPPNIEHILI Name: E S I R C O K Location: ORNHT
ARMDE ERCAAMI
Answer key:
• The teacher will briefly discuss each mountain using the information provided
Himalayas : Southeast Asia
on the right.
- The Himalayas are a
• The teacher will ask the learners, "How do you think these mountains mountain range located
formed?"
in Southeast Asia. The
Tibetan Plateau is
2. Worked Example
located north of the
• Assign four mountains to each group in the class. Himalayas, whereas the
• The teacher will give reading material. Indo-Gangetic Plain is
• Groups will use teacher-provided resources to construct a poster describing located south of them.
the world's top four mountain ranges. Let the students use the template below The Himalayas mark the
using a white cartolina. northern boundary of the
Indian subcontinent.

11
 Andes Mountain: South
Drawing of the mountain range An illustration showing how the mountain America
range was formed, including the names of
the tectonic plates involved. - The Andes Mountains
stretch from Venezuela
to Chile, passing through
Ecuador, Peru, and
Bolivia to reach South
America's southernmost
point.
Location: Sierra Madre : Philippines
Description - The Sierra Madre
Mountain range spans
across Cagayan, Isabela,
Quirino, and Nueva
Vizcaya provinces in the
north, Aurora, Nueva
• The teacher will ask the learners to have it presented and posted on the Ecija, and Bulacan in
wall. Central Luzon, and
• Check student work using a rubric. Rizal, Laguna, Quezon,
and Bicol area in the
3. Lesson Activity south.
Create a poem that explains how Sierra Madre was formed and how it saves Rockies/Rocky Mountain:
us from natural disasters. North America
- The Rocky Mountains of
North America, or the
Rockies, stretch from
northern Alberta and
British Columbia in
Canada southward to
New Mexico in the
United States

Before the activity, the teacher

will print the reading materials
listed below. Give it to the four
groups. Allow students to use it

12
 in constructing of mountain
range posters.

Himalayas:
https://pubs.usgs.gov/gip/dynamic/himal
aya.html

Andes Mountain:
https://ig.utexas.edu/news/2022/study-
explores-how-tectonic-forces-shape-the-
andes/

Sierra Madre:
https://agupubs.onlinelibrary.wiley.com/d
oi/full/10.1029/2006JB004506

Rockies/Rocky Mountain:
https://www.usgs.gov/geology-and-ecology-of-
national-parks/geology-rocky-mountain-national-
park#:~:text=Starting%2075%20million%20years
%20ago,in%20the%20Never%20Summer%20Rang
e.

D. Making 1. Learners’ Takeaways Possible answers:

Generalizations Real Life Connections: 1) Understanding the location
1) Why is it crucial to understand the location of tectonic plates? of tectonic plates is
2) How does knowledge of tectonic plate boundaries will help us predicting and essential for a wide range of
reducing the harmful effects of natural disasters such as earthquakes and scientific disciplines and
volcanic eruptions? has practical applications
in areas such as disaster
Values Integration: risk reduction, resource
1) What are the implications of not knowing the precise locations of tectonic management, and
plates for global disaster preparedness and response efforts? environmental
2) How does knowledge of tectonic plate movements inform our understanding conservation.
of past climatic changes and the evolution of ecosystems? 2) Knowledge of tectonic plate
3) How does understanding the distribution of tectonic plates influence the boundaries is essential for
study of oceanography, particularly regarding ocean currents, marine predicting and mitigating
habitats, and biodiversity? the impact of natural
disasters such as
2. Reflection on Learning earthquakes and volcanic

13
 • EXIT CARD eruptions. Through
Ask the learners to answer the following questions: scientific research,
1) What have you learned? monitoring, and risk
2) What topic interest you the most? assessment, society can
3) What concept is still confusing or difficult for you? better prepare for and
respond to these events,
ultimately saving lives and
minimizing damage to
property and the
environment.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Tectonic plate boundaries

Learning produce geological features.
Foldable Card:
Use one short bond paper. Fold it into two equal sections (crosswise) and cut. Continental-Continental
Divide the paper in two to create a book-like structure with four pages. Convergent Boundary produces
The first page will function as the cover page. The three pages will be structured this mountain ranges when two
way: continental plates collide, and
neither plate is subducted due
OCEANIC-OCENIC OCEANIC-CONTINENTAL CONTINENTAL-CONTINENTAL to their similar densities.
CONVERGENCE CONVERGENCE CONVERGENCE
Illustration: Illustration: Illustration:
Oceanic-Oceanic Convergent
Boundary produces volcanic
island arcs when two oceanic
plates collide, one of the plates
Geological Example of Geological Example of Geological Example of is usually subducted beneath
features form: identified features form: identified features form: identified
geological geological geological the other due to differences in
feature: feature: feature: density.

Oceanic-Continental
Convergent Boundary produces
deep ocean trenches, volcanic

14
 arcs, and mountain ranges
• What role do tectonic plate boundaries play in the formation of geological when an oceanic plate collides
features such as mountain ranges, ocean trenches, and volcanic arcs? with a continental plate. The
denser oceanic plate is
subducted beneath the less
dense continental plate because
of the density difference.

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

Strategies Explored

Materials Used

Learner Engagement/
Interaction

Others

C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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