Republic of the Philippines
DEPARTMENT OF EDUCATION
DLP No.:
W1- D2
LEARNING COMPETENCY
Key Concepts/ Understanding to be
Developed
Specific Learning Objectives
2. CONTENT
3. LEARNING RESOURCES
4. PROCEDURES
4.1 Introductory Activity
Region XII
Division South Cotabato
Rizal 3 National High School
DETAILED LESSON PLAN (DLP)
Learning Area: Grade Level: Quarter: Duration:
Earth & Space 10 1st 60 minutes
 Describe the distribution of active volcanoes, earthquake epicenters, and major mountain Code:
belts. (S10ES-Ia-j-36.1.2)
Plate tectonics (from the Late Latin tectonicus, from the Greek: τεκτονικός "pertaining to building")[1] is a scientific
theory describing the large-scale motion of seven large plates and the movements of a larger number of smaller plates of
the Earth's lithosphere, since tectonic processes began on Earth between 3 and 3.5 billion years ago. The model builds on the
concept of continental drift, an idea developed during the first decades of the 20th century. The geoscientific community accepted
plate-tectonic theory after seafloor spreading was validated in the late 1950s and early 1960s.
- Comprehensively define plate tectonics and plate boundaries
Knowledge
- Differentiate types of plate boundaries
Explain why earthquakes, volcanic activity, mountain-building, and oceanic trench formation occur along
Skills
plate boundaries
Attitudes Synthesize the direct effect/s of the movement of plate boundaries to human
Values Disaster Risk Management
Plate Tectonics - Plate Boundaries
References Science 10 LM pages 6-8, Science 10 TG pages 6-7
Materials
 Checking of assignment:
 Vocabulary Enrichment:
1. Differentiate oceanic and continental crust
2. Define plate tectonics.
 3. Name and differentiate types of plate boundaries
Let the students study the map below and let them give their observations after a given time.

4.2 Activity

Interaction on the following:

1. What are your observations in the map?
2. What does the bold black lines in the map represents?
4.3 Analysis
3.What is your general observation/s relative to the map and the bold line in it?
4. Are these lines moving?
5. If these are moving, are we affected with the movements? How or in what way/s?
Plate tectonics is the theory that Earth's outer shell is divided into several plates that glide over the mantle, the rocky inner
layer above the core. The plates act like a hard and rigid shell compared to Earth's mantle.There are two kinds of crust; the thicker
but less dense continental crust and the oceanic crust which is relatively thinner but denser than continental crust.
4.4 Abstraction The Earth's lithosphere is composed of seven or eight major plates (depending on how they are defined) and many minor
plates. Where the plates meet, their relative motion determines the type of boundary: convergent, divergent,
or transform. Earthquakes, volcanic activity, mountain-building, and oceanic trench formation occur along these plate boundaries
(or faults). The relative movement of the plates typically ranges from zero to 100 mm annually.[2]
 Why do you think earthquakes, volcanic activity, mountain-building, and oceanic trench formation occur along plate
4.5 Application boundaries?
 Determine what type of plate boundaries are involved in the formation of/ or occurrence of the following:
1. submarine volcanoes 5. earthquakes
4.6 Assessment 2. rift valleys 6. mountain ranges on a continent
3. large mountain ranges 7. mid-oceanic ridges
4. ocean basins 8. oceanic trenches
 Listing:
4.7 Assignment
List down 5 active volcanoes you are familiar with, including their location and special features or uniqueness

4.8 Concluding Activity

Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of classes suspension, etc.
5. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help
6. REFLECTIONS the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Indicate below whichever is/are appropriate.
A. No. of learners who earned 80% in the
evaluation.

B. No. of learners who require additional

activities for remediation.

C. Did the remedial lessons work? No. of

learners who have caught up with the lesson.
D. No. learners who continue to require
remediation.

E. Which of my learning strategies worked

well? Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name of Teacher: RUBY LYN R. PAGULONG School: Rizal3Nhs
Position: Teacher 1 Division: South Cotabato

Checked by: LERMA C. ARON

Head Teacher I
Attachment 1: Supplemental Reading (https://www.gns.cri.nz/…Earthquakes/Earthquakes….Plate…/Tectonics-….)

The Earth’s outer shell, the lithosphere, consisting of the crust and uppermost mantle, is divided into a patchwork of large tectonic plates that move slowly relatively to each
other. There are 7-8 major plates and many minor plates. Varying between 0 to 100mm per year, the movement of a plate is driven by convection in the underlying hot and viscous
mantle.

Earthquakes, volcanic activity, mountain-building, and oceanic trench formation occur along plate boundaries in zones that may be anything from a few kilometres to a few
hundred kilometres wide.
There are three main types of plate boundaries:
1. Convergent boundaries: where two plates are colliding.
Subduction zones occur when one or both of the tectonic plates are composed of oceanic crust. The denser plate is subducted underneath the less dense plate. The plate being
forced under is eventually melted and destroyed.

i. Where oceanic crust meets ocean crust

Island arcs and oceanic trenches occur when both of the plates are made of oceanic crust. Zones of active seafloor spreading can also occur behind the island arc, known as back-
arc basins. These are often associated with submarine volcanoes.

ii. Where oceanic crust meets continental crust

The denser oceanic plate is subducted, often forming a mountain range on the continent. The Andes is an example of this type of collision.

iii. Where continental crust meets continental crust

Both continental crusts are too light to subduct so a continent-continent collision occurs, creating especially large mountain ranges. The most spectacular example of this is the
Himalayas.

2. Divergent boundaries – where two plates are moving apart.

The space created can also fill with new crustal material sourced from molten magma that forms below. Divergent boundaries can form within continents but will eventually open
up and become ocean basins.

i. On land
Divergent boundaries within continents initially produce rifts, which produce rift valleys.

ii. Under the sea

The most active divergent plate boundaries are between oceanic plates and are often called mid-oceanic ridges.

3. Transform boundaries – where plates slide passed each other.

The relative motion of the plates is horizontal. They can occur underwater or on land, and crust is neither destroyed nor created. Because of friction, the plates cannot simply glide
past each other. Rather, stress builds up in both plates and when it exceeds the threshold of the rocks, the energy is released – causing earthquakes.