Earth and Space For Grade 10 Walk Through.pptx

Orientation Slide Decks

1. Walk-Through of the K-12 Science Curriculum Grade 10 Earth and Space Rovel R. Salcedo Norman S. Valeroso Merly A. Razon Herma D. Acosta Cherry Ann D. Into & Eligio C. Obille Jr.

2. Overview DEPARTMENT OF EDUCATION Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Earthquakes & volcanic eruptions The Philippine Environment Earthquakes & faults Volcanoes Plate tectonics Weather patterns Interactions in the atmosphere Understanding typhoons Climate Motions of the Earth; The solar system Seasons & eclipses Other members of the Solar System Constellations

3. Geology Overview Grade 3 Grade 4 Grade 5 Grade 6 Describe what makes up the environment in the community . Different landforms Bodies of water Focus on two components of the environment: soil & water . Classify soils using simple criteria. Identify the different sources of water in the community. Infer importance of water in daily activities. Describe ways of using water wisely. The environment does not stay the same forever. The surface of the Earth changes with the passage of time. Rocks undergo weathering, forming soil. Soil is carried away by erosion. Other processes that change the surface of the Earth : earthquakes & volcanic eruptions. Note: only the effects of earthquakes and volcanic eruptions are taken up in this grade level, not the causes (which will be tackled in Grades 8 and 9). Grade 7 Grade 8 Grade 9 Grade 10 Focus on the environment of the Philippines as a whole . The country’s location near the equator and along the Ring of Fire influences what makes up the Philippine environment (e.g., climate, natural resources). Locate places using a coordinate system. Because it is located along the Ring of Fire, the Philippines is prone to earthquakes . Using models, explain how quakes are generated by faults. Using PHIVOLCS maps, find out if there are active faults in the community. Because it is located along the Ring of Fire, the Philippines is home to many volcanoes . Using models, explain what happens when volcanoes erupt. Describe the different types of volcanoes. Differentiate active volcanoes from inactive ones. Explain how energy from volcanoes may be tapped for human use. Focus on plate tectonics , a theory that explains many geologic processes , such as volcanism, earthquakes, and mountain building . Discover that volcanoes, earthquake epicenters, and mountain ranges are not randomly scattered in different places but are located in the same areas.

4. Overview DEPARTMENT OF EDUCATION Unlike in previous grade levels, there is only one strand in the Earth and Space unit of Grade 10: GEOLOGY. Module 1: PLATE TECTONICS Module 2: EARTH’S INTERIOR

5. Module 1: Plate Tectonics DEPARTMENT OF EDUCATION Describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts. Describe the different types of plate boundaries. Explain the different processes that occur along plate boundaries.

6. Module 2: Earth’s Interior DEPARTMENT OF EDUCATION Describe the internal structure of the Earth. Describe the possible causes of plate movement. Enumerate the lines of evidence that support plate movement.

7. Activities in Module 1 DEPARTMENT OF EDUCATION Activity 1 Find the Center Activity 2 Let’s Mark the Boundaries Activity 3 Head-on Collision Activity 4 Going Separate ways Activity 5 Slide and Shake Activity 6 Drop it Like its “Hot Spot”

8. Activities in Module 2 DEPARTMENT OF EDUCATION Activity 1 Amazing Waves! Activity 2 Our Dynamic Earth Activity 3 Let’s Fit It! Activity 4 Drifted Supercontinent! Activity 5 Split and Separate! Activity 6 How fast does it go! Activity 7 Push me up and aside!

9. Activities DEPARTMENT OF EDUCATION 1. Let’s Mark the Boundaries 2. Plate Boundary Model 3. Convection Currents

10. Activity 1: Let’s Mark the Boundaries DEPARTMENT OF EDUCATION Materials Figure 5 Map of Earthquake distribution Figure 6 Map of Active Volcanoes of the world. Figure 7 Mountain ranges of the world transparent plastic sheet used for book cover, same size as a book page (2 sheets) marking pens (two different colors).

11. Activity 1: Let’s Mark the Boundaries DEPARTMENT OF EDUCATION 1. Trace the locations of the earthquake epicenters on a plastic sheet using a marking pen. 2. On another plastic sheet, trace the locations of volcanoes using the other marking pen. 3. Place the earthquake plastic sheet on top of the volcano plastic sheet. 4. Place the two plastic sheets on top of the map of mountain ranges.

12. Activity 1: Let’s Mark the Boundaries DEPARTMENT OF EDUCATION 5. Study the map of plate boundaries. What do you think is the basis of scientists in dividing the Earth’s lithosphere into several plates?

13. Distribution of quakes equal or greater than M5 (1980-1990)

14. Location of some of Earth’s major volcanoes

15. Earth’s major mountain chains

16. Plate Boundaries

17. Compare the location of majority of earthquake epicenters with the location of volcanoes around the world. Answer: Earthquake epicenters and volcanoes are both situated at the same locations. How will you relate the distribution of mountain ranges with distribution of earthquake epicenters and volcanoes? Answer: Mountain ranges are found in places where volcanoes and/or earthquake epicenters are also located.

18. The places where most of the earthquakes originated or some mountains and volcanoes were formed mark the boundaries of each lithospheric plate. Each plate is slowly moving relative to each other , causing geologic events to happen along their boundaries.

19. Activity 2: Plate Boundary Model DEPARTMENT OF EDUCATION

20. Activity 2: Plate Boundary Model DEPARTMENT OF EDUCATION

21. Activity 2: Plate Boundary Model DEPARTMENT OF EDUCATION

22. Activity 3: Convection Currents DEPARTMENT OF EDUCATION Materials 300 mL cooking oil powdered colored chalk paper funnel 500 mL beaker stirring rod alcohol lamp tripod m atch Procedure

23. Activity 3: Convection Currents DEPARTMENT OF EDUCATION 1. Describe step-by-step what happens. 2. Use illustrations to record what happened. 3. Give an explanation for your observations.

24. Key Concepts DEPARTMENT OF EDUCATION

25. Key Concepts DEPARTMENT OF EDUCATION

26. Key Concepts DEPARTMENT OF EDUCATION

27. Key Concepts DEPARTMENT OF EDUCATION

28. Key Concepts DEPARTMENT OF EDUCATION

29. Key Concepts DEPARTMENT OF EDUCATION

30. Key Concepts DEPARTMENT OF EDUCATION

31. Key Concepts DEPARTMENT OF EDUCATION

32. Key Concepts DEPARTMENT OF EDUCATION

33. Key Concepts DEPARTMENT OF EDUCATION

34. Key Concepts DEPARTMENT OF EDUCATION

35. Food for Thought DEPARTMENT OF EDUCATION Try to learn something about everything and everything about something . -Thomas Huxley