For educational purposes.

1. Republic of the Philippines
BULACAN AGRICULTURAL STATE COLLEGE
INSTITUTE OF EDUCATION, ARTS & SCIENCES
Pinaod, San Ildefonso, Bulacan
Detailed Lesson Plan
In Grade 10 Science
Time Frame: 60 minutes
Prepared by: Jayson Mananquil Labsan
BSED III- Physical Science
I. OBJECTIVES
At the end of the lesson, students expected to:
 Determine the effect of transform-fault boundary on the Earth’s crust
 Describe the possible effects of plate movement, and
 Generalize the value of possible effects of plate movement.
II. Subject Matter
A. Topic: Effects of Plate Tectonics on Earth’s Lithosphere
B. Sub- Topics: Transform Fault Boundaries
C. References
C.1: Internet
C.2: Book: Science – Grade 10 Learner’s Material First Edition 2015,
Module 1, Page 29-30
Science – Grade 10 Teacher’s Guide First Edition 2015,
Module 1, Page 18-19
D. Materials
D.1. For the Teacher: Visual aids, Laptop, and Projector
D.2. For the Student: Pentel pen, manila paper, four blocks of wood: blocks 1
and 4 measures 5 cm x 5 cm x 10 cm ,while blocks 2 and
3 measures 5 cm x 5 cm x 15 cm, two hook screws and
sandpaper
E. Teaching Strategies: Constructivist Approach & Collaborative Learning
III. Procedure

2. A. Daily Routine
Teacher Student
Prayer
Class, please stand up and let us pray.
Greetings
Good morning class!
Classroom Conditioning
Kindly arrange your chairs and pick up
those pieces of paper around you.
Okay, please be seated.
Checking of Attendance
Danica, is there any absent for today?
Very good!
Checking of Assignment
Did I give you any assignment yesterday?
Exchange your paper to your seatmate.
( the students will pray)
Good morning Sir!
Thank you Sir.
None
Yes
B. Recall
Teacher Student
I give you a 2 minutes to punish your song
by group.
Time is up!
Write all your members in the rubrics.
Let’s now listen to each group.
Give yourself “ Wonderful Clap”
Song well done.
Yes Sir.
Thank you sir.
C. Motivation
Teacher Student
Let’s now sing a song
MAG-ISIP NG MOTIV.
Yes, Sir.

3. ( Everybody particate in this game)
D. Procedure
Teacher Student
In Grade 8, you were introduced to
different types of fault such as normal,
reverse, and strike-slip. You also learned
that faults are fractures in the Earth’s crust
created by different types of forces acting
on the lithosphere.
There is one type of plate boundary that
resembles the strike-slip fault. Though
much larger, transform fault boundary is
similar to strike-slip fault in terms of the
relative motion of adjacent slabs of rock.
To find out more about this kind of plate
boundary, the next activity will let you
simulate the event that could happen out of
this boundary.
E. Pre- Activity
Teacher Student
I have here a magic box, please get one
piece of paper and don’t see to your
seatmates.
All get a word active spreading ridges, in
the back.
zig-zag plate margins- Right side
shallow earthquakes- left side
If you are already 10 members in your
group, please you will do 3 claps, stump

4. your feet, shake your body and say aloud
“ Transform Plate Boundary!”
Open now your paper and proceed to your
perspective group.
Your activity 5 is an titled “Slide and
Shake”
Everyone, please read the objectives,
materials and procedures.
Instruction:
1. Get one cartolina and pentelpen for
your activity.
2. Cooperate and collaborate with your
groupmates.
3. Your time is 10 minutes to study, to
analyze and to answer the guide
questions.
4. Choose two to three presenter of
your activity.
5. Your score for this activity is based
on rubrix.
Let’s start !
(students will read)
F. Post Activity
Teacher Student
Time is up!
Please, paste your activity works on the
board.
Give you an “Idol Clap”
Let’s start group 1.
I want to hear the next group, group 2.
Present your work group 3.
(The teacher will add information while
the presenters presents their works.)
If the blocks of wood in Activity 6 were to
represent the lithospheric plates, you will
notice that there were two sets of divergent
plate boundaries (between blocks 1 and 2,
(The presenter presents their works and
asnwer the quide questions )

5. and blocks 3 and 4). But since the plates
were adjacent to each other, a new type of
boundary is manifested and that is the
transform fault boundary.
Most transform faults join two segments of
a mid-ocean ridge (represented by the gaps
between 1 and 2, and between 3 and 4).
Remember that the presence of a ridge is
an indication of diverging plates, and as the
plates diverge between the two segments of
the mid-ocean ridge, the adjacent slabs of
crust are grinding past each other (blocks 2
and 3, blocks 1 and 3, and blocks 2 and 4).
Although most transform faults are located
within the ocean basins, there are a few
that cut through the continental crust. An
example of this is the San Andreas fault.
The immediate concerns about transform
fault boundaries are earthquake activities
triggered by movements along the fault
system.
Key concepts:
1. Transform-fault boundaries are where
two plates are sliding horizontally past one
another.
2. Most transform faults are found on the
ocean floor. They commonly offset active
spreading ridges, producing zig-zag plate
margins, and are generally defined by
shallow earthquake.
G. Generalization
Teacher Student

6. What is transform-fault boundaries?
Where the most transform faults are found?
Give the possible effects of transform.
Transform-fault boundaries are where two
plates are sliding horizontally past one
another.
On the ocean floor.
They commonly offset active spreading
ridges, producing zig-zag plate margins,
and are generally defined by shallow
earthquake.
H. Valuing/ Application
Teacher Student
Importance, why need to discuss? Because for the preparedness and
awareness during earthquakes and
tsunamis.
IV. Evaluation
Create a poem about geologic events showing how they formed by the process of
the transform boundaries. It contains 2-3 stanzas and your score is based on rubrics.
V. Assignment
1. What causes the formation of this chain of volcanic islands?
2. Bring the following materials tomorrow:
 bond paper (2 sheets)
 match
 water