The document outlines a 2010 secondary education curriculum for an Integrated Science course on plate tectonics. It includes standards, essential understandings, and what students will know and be able to do. A multi-stage teaching approach is described to build students' understanding through exploration, firming up knowledge, deepening comprehension, and transferring learning. Students will demonstrate their understanding through decision making to manage effects of plate tectonics-related events. Their performance will be assessed based on informed decisions and proposed actions to address issues like earthquakes, tsunamis, and volcanic eruptions.

1. 2010 Secondary Education Curriculum
Integrated Science
Quarter 2 : Force, Motion and Energy Topic: Plate Tectonics Time Frame:
Stage 1
Content Standard:
The learner demonstrates understanding of managing effects
of events associated with plate tectonics.
Performance Standard:
Learners, working in pairs, manage the effects on human lives
and the environment of events associated with plate tectonics
through informed decision making.
Essential Understanding(s):
Understanding of plate tectonics helps us realize that we share
the same planet in which there are many events whose effects
should be managed because they inevitably affect human lives
and the environment.
Essential Question(s):
What does understanding of plate tectonics tell us?
Learners will know:
· Evidence of Plate Tectonics (lithosphere and
asthenosphere, continental drift theory, seafloor
spreading, relationship of the laws of motion and energy
transfer to plate tectonics)
· Managing Effects of Natural Phenomena associated
with Plate Tectonics (earthquake: cause/s, damages
caused by earthquake on human lives and the
environment, earthquake and tsunami, managing
damages caused by earthquake; plate tectonics and the
formation of mountain types; volcanoes: types, volcanic
activities, effects of volcanic eruptions on human lives
and the environment , predicting volcanic activities,
monitoring and safeguards for volcanic activities)
Learners will be able to:
1. identify causes and effects of plate tectonics
2. make predictions and inferences on occurrences of certain
events associated with plate tectonics
3. observe correct scientific precautions during calamities
4. constructing models to show concepts associated with plate
tectonics
5. determining relationships between plate tectonics and natural
phenomena or events associated with it
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2. 2010 Secondary Education Curriculum
Integrated Science
Stage 2
Product or Performance Task:
Informed decision making on actions
learners need to take to manage the
effects on human lives and the
environment of events associated with
plate tectonics
Evidence at the level of understanding
Learners should be able to demonstrate
understanding by covering the six (6)
facets of understanding:
EXPLANATION
Describing how plate tectonics cause
earthquakes and formation of mountains
and volcanoes.
Criteria
a. Thorough
b. Clear
c. Justifiable
d. Accurate
INTERPRETATION
Making sense of the connections
involving recent occurrences of
earthquakes and tsunamis that affected
countries around the world.
Criteria
a. Meaningful
b. Illustrative
APPLICATION
Proposing implementation of safety
measures during the occurrence of
Evidence at the level of performance
Performance Assessment of the learner’s
capability to make decisions based on the
following criteria:
1. informed decision
2. actions learners need to take to
manage the effects of natural
phenomena or events associated
with Plate Tectonics.
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3. 2010 Secondary Education Curriculum
Integrated Science
earthquakes, tsunamis and volcanic
eruptions.
Criteria
a. Appropriate
b. Practical
c. Efficient
d. Effective
PERSPECTIVE
Analyzing government efforts
(international, national and local) in
reducing damages of earthquakes,
tsunamis and volcanic eruptions
reasonable based on cost effectiveness.
Criteria
a. Insightful
b. Credible
c. Reflective of critical thinking
EMPATHY
Imagining how other people feel and
adjust while living in areas frequented by
earthquakes, tsunamis or volcanic
eruptions.
Criteria
a. Perceptive
c. Sensitive
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4. 2010 Secondary Education Curriculum
Integrated Science
SELF-KNOWLEDGE
Self-assessesing how the understanding
of reducing damages of earthquakes,
tsunamis and volcanic eruptions
shapes/influences one’s beliefs and
values on volunteerism.
a. Reflective
b. Responsive
Stage 3
Teaching/Learning Sequence:
EXPLORE
Learners shall:
· undergo an assessment of their understanding of structure of the earth, movement of the earth crust, earthquake and
volcano. (Teacher’s Note/s or TN: Assessment to use include either paper and pencil test, use of checklist, using graphic
organizer, etc.. Teachers shall take note of learners prior knowledge and misconceptions, if any);
· be introduced to the topic plate tectonics and its subtopics such as lithosphere and asthenospheres, continental drift theory,
seafloor spreading, plate tectonics and its relation to laws of motion and energy transfer, earthquake, tsunami, mountain
formation, and volcano (TN: Strategies to use include either film showing of a documentary film on any of the subtopics or
a science fiction film such as “Volcano”, “2012”, etc.; picture analysis, etc);
· be informed that they need to demonstrate understanding of plate tectonics;
· be oriented on related and varied resources and materials to be used in understanding plate tectonics (see resources and
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As part of initial activities, learners shall be given an overview of plate tectonics, what they are expected to learn and how their
learning shall be assessed. In this stage, diagnosis of their understanding of the topic Earth gained from elementary science
shall form part of the prerequisites.

5. 2010 Secondary Education Curriculum
Integrated Science
equipment/materials needed);
· be given time to formulate questions on plate tectonics and cluster these to initially find out what is/are interesting for them;
· be given time to formulate other questions leading to Essential Question focusing on what does understanding of plate
tectonics tell us.(TN: Strategies to use include either KWL, Focus Group Discussion, brainstorming, think-pair &square,
dyads, round robin, etc.);
· generate as many tentative ideas (TI) to the Essential Question (EQ) as possible to show what they already know about
understanding what does understanding of plate tectonics tell us. (TN: Strategies to use include either brainstorming, Focus
Group Discussion, graphic organizer, concept mapping, etc. At this point, the teacher shall be careful not to reject learners’
opinion but shall encourage them to give their ideas without being judged as right or wrong. Each tentative idea (TI) shall be
published on the board);
· be grouped accordingly to choose some of the identified prior knowledge, misconceptions and tentative ideas (TI). (TN:
Whatever each group of learners selected, the group shall be asked to challenge or explore the validity of these prior
knowledge or tentative ideas during the Firm Up Stage);
· be oriented that they need to show their understanding of plate tectonics though decision making.
· conducting in groups a teacher-guided data gathering;
· be informed that this decision making shall be based on the following criteria: (a) informed, and (b) actions learners need to
take to manage the effects of natural phenomena (such as those of volcanic eruptions, earthquakes, and tsunamis)
associated with plate tectonics. (TN: Brainstorming may be used to discuss how these criteria shall be used. Learners need
to be clarified on the details on how their product or performance shall be assessed. Such details of criteria may be revised
based on agreements reached);
FIRM-UP
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Varied learning experiences shall be introduced to help learners disprove misconceptions, examine/ assess prior knowledge and
begin to discover the validity of tentative ideas (TI) to the EQ; make their understanding of plate tectonics real; equip them with
skills and knowledge for them to be successful throughout the topic; and undergo differentiated instruction to address their
unique strengths and needs. This involves acquiring scientific knowledge which is about accessing information, i.e., what
information is needed, where information can be located and how information can be gathered focusing on plate tectonics.

6. 2010 Secondary Education Curriculum
Integrated Science
Evidence of Plate Tectonics
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
· compare and contrast lithosphere and asthenosphere;
· make inferences on the changing positions of continents over time (TN: Needs discussion on evidences of continental drift
and evidences from seafloor);
· make inferences on the movement of plates (TN: Needs discussion on boundaries of tectonic plates, splitting of continents/
spreading of seafloor at divergent boundaries, use of hot spots to track plate movements);
· make models on plate movements at different types of boundaries (TN: needs discussion on divergent, convergent, and
transform boundaries);
· relate plate tectonics theory to the law(s) of motion and energy; and
· revisit prior knowledge, misconceptions and/or TI on evidence of plate tectonics , if any. (TN: The teacher may ask each
group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for
investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the
light of the activities conducted and analyses made.)
Managing Effects of Natural Phenomena associated with Plate Tectonics
Earthquake
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
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7. 2010 Secondary Education Curriculum
Integrated Science
· discuss how earthquakes occur when rocks move along different kinds of faults;
· infer how energy from an earthquake is used to determine its location and size;
· analyze the damages caused by an earthquake and how such damages can be reduced/ managed (TN: Learners shall
relate their experience(s) or discuss the extent of damages caused by major earthquake occurrences with emphasis on the
Philippine contexts;
· make a creative presentation on the relationship between tsunami and earthquake;
· make sense of the connections involving recent occurrences of earthquakes and tsunamis that affected the world
(FU:Interpretation);
· propose implementation of safety measures before, during and after the occurrences of earthquake and tsunami
(FU:Application); and
· revisit prior knowledge, misconceptions and/or TI on earthquake, if any. (TN: The teacher may ask each group of learners to
discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group
shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities
conducted and analyses made.)
Mountain Formation
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
· analyze how folding of rocks and movement along faults can form mountains; and
· revisit prior knowledge, misconceptions and/or TI on mountain formation, if any. (TN: The teacher may ask each group of
learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation.
This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the
activities conducted and analyses made.)
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8. 2010 Secondary Education Curriculum
Integrated Science
Volcanoes
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
· make inferences how different types of volcanoes are formed as tectonic plates move;
· classify the immediate and long term effects of volcanic eruptions on humans and the environment;
· make predictions how the Philippine territory may be affected for having been situated in the belt called ring of fire;
· propose implementation of safety measures before, during and after the occurrence/s of volcanic eruption
(FU:Application);
· communicate how humans monitor volcanic activities and reduce damages caused by volcanic eruptions.(TN: Learners shall
relate their experience(s) or discuss the extent of damages caused by major volcanic eruptions with much emphasis on
Philippine volcanoes); and
· revisit prior knowledge, misconceptions and/or TI on volcanoes, if any. (TN: The teacher may ask each group of learners to
discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group
shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities
conducted and analyses made).
DEEPEN
Learners shall:
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Here, learners shall be engaged in understanding scientific knowledge which includes the processing and making meanings out
of the information. Learners need to reflect, revisit, revise and rethink their ideas; express their understandings and engage in
meaningful self-evaluation; and undergo in-depth discussion/ analysis of plate tectonics using multiple sources of information
and various modalities of manifesting learning.

9. 2010 Secondary Education Curriculum
Integrated Science
· work in groups to show how concepts on force, motion, energy and matter are involved in plate tectonics (TN: This may be
done through model construction, simulation, etc);
· organize a field trip to the nearest PAGASA ( Philvocs) and learn more about volcanoes and earthquakes;
· conduct an interview with experts (volcanologist, seismologist, etc.) to understand further those concepts in plate tectonics
found to be difficult ;
· make a background investigation (through literature search, interview or survey) on how safe one’s immediate community
from the occurrences of earthquake, tsunami and/or volcanic eruption; and
· make account of their self-interest in future career and occupation/profession by attending career orientation in the school
or career counseling;
At the level of understanding, the learners shall:
· describe how plate tectonics cause earthquakes, tsunami, mountain formation and volcanic eruptions (FU: Explanation);
· analyze government efforts (international, national and local) in reducing damages of earthquakes, tsunami and volcanic
eruptions based on cost effectiveness (FU: Perspective);
· imagine what other people feel and how they adjust while living in areas frequented/ visited by earthquake(s), tsunami(s),
and/or volcanic eruption (FU: Empathy); and
· self-assess how the understanding of reducing damages of earthquake, tsunami, volcanic eruption shape/influence one’s
beliefs and values on volunteerism (FU: Self-knowledge).
To draw out the Essential Understanding, learners shall:
· contemplate on the Essential Question;
-What does understanding of plate tectonics tell us?
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10. 2010 Secondary Education Curriculum
Integrated Science
· reexamine their revised tentative idea (TI); and
· justify the TI based on the understanding (s) gained.
TRANSFER ++
There is a need to encourage learners to organize their learning experiences so that they can move from teacher-guided and
concrete activities to independent applications where they may create or produce new knowledge in science. This is to
challenge learners to transfer their learning in new settings and use this creatively to generate new ideas or view things
differently. Learners shall be involved in planning which manifest informed decision making relevant to reducing effects of some
plate tectonics-related events.
Learners shall:
· .prepare a tangible output (eg. Decision Matrix, Action Plan, Advocacy Material, etc) showing informed decisions made on
actions learners need to take to manage the effects of natural phenomena or events (such as those of volcanic eruptions,
earthquakes, and tsunamis) associated with plate tectonics; and
· evaluate their product/performance.
Resources (Books, Interview, Science Magazines, etc.)
1. Glencoe Science Level Blue, Chapter 7
2. Pictures, Illustrations, Articles from Internet, Video Clips
3. PAGASA, Philvocs materials
4. Weblinks
· http://www.deped.gov.ph/iSchool Web Board/Science Web Board
· http://www.deped.gov.ph/skoool.ph
· http://www.deped.gov.ph/e-turo
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11. 2010 Secondary Education Curriculum
Integrated Science
· http://www.deped.gov.ph/BSE/iDEP
· http://www.pjoedu.wordpress/Philippine Studies/FREE TEXTBOOKS
· http://www.teacherplanet.com
· http://www.pil.ph
· http://www.alcob.com/ICT Model School Network
· http://www.APEC Cyber Academy.com
· http://www.globalclassroom.net
· http://www.think.com
· http://www.wordiq.com
· http://www.csmres.jmu.edu/geollab/Fichter/PlateTect
Materials/ Equipment
1.Seismograph Model
2.Maps
3. Other needed laboratory apparatus
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