Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

Most Essential Learning Competencies

• Explain the different processes that occur along the plate boundaries
(S10ES-Ia-j-36.3)
• Evaluate and make judgements about a range of texts using a set of
criteria e.g. comparing arguments on the same topic, critiquing a short
story

Name of Learner: _______________________________

Grade & Section: _______________________________
Name of School: _______________________________

Content Prepared by:

1 JOLY C. BARADERO
NILO NHS / SST-III
LORRYBERT M. MANDEG
LAPUYAN NHS / SST-I
Overview

After learning the different types of plate boundaries, you are now going to learn
the different processes that occur along these plate boundaries. The volcanoes and
earthquakes that you have studied in Module 1 are just two of the various effects of
these processes on Earth’s lithosphere. In this module, you will determine the other geologic
features as well as their consequences on the environment which include climate change. You will
also encounter different activities that would develop your skills in different learning areas.
I-Procedure
A. Activity
In the previous module, you have determined where and when volcanoes and
earthquakes usually occur. The figure below in the following activity will let you recall how it
relates to the occurrence of volcanoes and earthquakes.

ACTIVITY 1
Recalling the Plate Types Score: ______
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Directions: For items 1-2, label the two types of plate. Then, for items 3-7, check the
box of the correct type of plate based on the description given. (1 point each)

2.
1.

gamediv1.weebly.com

3. It is thinner but denser plate. Continental Oceanic

4. As this plate subducts, it melts to form magma. Continental Oceanic
5. It is thicker but less dense plate. Continental Oceanic
6. When this plate subducts, earthquake occurs. Continental Oceanic
7. Magma rises through this plate causing volcanic
activity. Continental Oceanic

What other geologic events could take place when two

continental plates collide, or when two oceanic plates collide, or
when they separate, or when they slide past each other? The following
activities will lead you to determine more of them.

2
ACTIVITY 2 Score: ______
Name the Moving Plates 30

Directions: Choose the correct name of the plate boundary in each figure. Check the box for
your answer. (1 point each)

Figure 1
Convergent oceanic-
oceanic plate boundary

Convergent oceanic-
continental plate boundary

Convergent continental-
continental plate boundary

Figure 2
Convergent oceanic-
oceanic plate boundary

Convergent oceanic-
continental plate boundary

Convergent continental-
continental plate boundary

Figure 3

Mountain ranges Convergent oceanic-

oceanic plate boundary

Convergent oceanic-
continental plate boundary

Convergent continental-
continental plate boundary

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Figure 4 Divergent oceanic-
oceanic plate boundary

Divergent continental-
continental plate boundary

Transform Fault
boundary

Figure 5
Divergent oceanic-
oceanic plate boundary

Divergent continental-
continental plate boundary

Transform Fault
boundary

presscom.wordpress
.com

B. Analysis
In Activity 2, you have named the different plate boundaries. Now, it’s time for you
to examine each figure again. Then, answer the following guide questions. Check the
box if you are asked to choose answers.

1. Which of the following were your basis in naming the different plate boundaries? Choose two
answers only. ( 2 points)
The presence of the ocean in the figure gave me the clue that below it is the oceanic
plate.
The color in each figure indicates the type of plate.
The arrows in the figure indicate their movements which gave me the clue if they are
converging, diverging or sliding past each other
ON FIGURE 1
2. Describe what happens to Plate A as it collides with Plate B? Why? Choose your answer. (2
points)
Plate A bends downward because Plate A is denser than Plate B.
Plate A goes up over Plate B because it is buoyant.
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3. What do you think may happen to the leading edge of Plate A as it continues to move
downward? Why? Choose your answer. (2 points)
The leading edge of Plate A will remain solid because it is so rigid.
The leading edge of Plate A will start to melt because the temperature beneath the
crust (mantle) is higher.
4. Which of the following are the geologic events/features that occur based on Figure 1? Choose
four answers. (1 point per correct answer)
Volcanoes Trench Mid-ocean ridge
Earthquake Mountain range Rift valley

ON FIGURE 2
5. What are the geologic processes/events that will occur because of this plate movement? You
can choose 4 answers. (1 point per correct answer)
Plate B undergoes subduction process or the sinking of plate towards the mantle.
Earthquakes can happen since the two plates are grinding against each other.
Trench/es will form.
Volcanoes will form at the surface of Plate A.
Rift valley and mid-ocean ridges will form.
6. What geologic features might form at the surface of Plate A? Choose your answer. (1 point)
Volcanoes Trenches Rift valleys
7. If the edge of Plate A suddenly flicks upward, a large amount of water may be displaced.
What could be formed at the surface of the ocean? Choose your answer. (1 point)
Earthquakes Tsunami Trenches

ON FIGURE 3
8. What geologic events/features could take place with this type of plate movement? Choose
only 2 answers. (1 point per correct answer)
Mountain ranges Earthquakes Volcanoes
9. In terms of the consequences on the Earth’s lithosphere, how will you differentiate this type
of convergent plate boundary with the other two? Write your answer below. (3 points)
_____________________________________________________________________
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ON FIGURE 4
10. Which geologic features/events may occur with this type of plate movement? Choose 3
answers. (1 point each)
Rift valley Earthquakes Volcanoes Mid-ocean ridge
ON FIGURE 5
11. What geologic event may occur with this type of plate movement? Write your answer below.
(2 points)
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C. Abstraction
The previous activities familiarized you on the different plate boundaries. Now, let us
understand the processes that occur along these boundaries and determine the different features
and events that consequence these movements.
The Different Plate Boundaries and Their Consequent Geologic Events/Features:
1. Convergence of Plates
1.1 Convergence Oceanic and Continental Plates
From figure 1, the formation of a volcanic arc near the edge of a continental leading plate
occurred as explained in Module 1 on Volcanoes. The oceanic plate (Plate A) is denser, thus, it
undergoes subduction process or the bending of the crust towards the mantle. The subducted crust
melt forming magma. This leads to the occurrence of volcano on the continental plate.
For the oceanic crust, one important geologic feature is formed, and that is the trench. Also
called submarine valleys, ocean trenches are the deepest part of the ocean. One of the deepest is
the Philippine trench with a depth of 10 540 meters.
Earthquakes also occurred in this convergence as explained in Module 1 on Earthquakes.
Mountain ranges also formed with this type of convergence as seen in figure 1.

1.2 Convergence of Two Oceanic Plates

Like the first type of convergent boundaries discussed earlier, converging oceanic plates will
cause formation of trenches, and these trenches will become sources of earthquakes. Underwater
earthquakes, especially the stronger ones, can generate tsunamis. The Japanese term for “harbor
wave,” tsunami is a series of ocean waves with very long wavelengths (typically hundreds of
kilometers) caused by large-scale disturbances of the ocean.
Volcanoes are also formed with this type of convergence since there is a subduction of one
plate. You have learned that the subducted plate will reach the mantle causing it to melt and turn
into magma. The magma rises to the surface creating a volcanic island arc parallel to the trench.

Formation of Philippine Archipelago

Many parts of the Philippines originated from oceanic-oceanic convergence. This resulted
from the collision of two oceanic plates, with one of the plates diving under the other. Majority of the
islands in the Philippine archipelago are considered as part of the Philippine Mobile Belt. These
islands were formed 65 million years ago at the southern edge of the Philippine Sea Plate and are
considered as part of island arcs. Other parts of the Philippines, such as Palawan, Mindoro, and the
Zamboanga Peninsula are all highland sections of the Sundaland block of the Eurasian plate (see
figure 6). The Sunda Plate (also known as the Sundaland Block) is surrounded in every direction by
tectonically active convergent boundaries, below which are subducting: the Phillippine Sea Plate to
the East, and the Indo-Australian Plate to the South.

Figure 6. Sundalan block of Eurasian Plate which includes Plawan, Mindoro, and Zamboanga
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The Philippine Mobile Belt eventually collided with the Sundaland block which explains the
presence of trenches, such as the Manila-Negros-Cotabato Trench System, and the Sulu Trench,
as shown in Figure 7.

Manila-Negros-
Cotabato Trench
System

Figure 7. Distribution of active faults and trenches in the Philippines

On the eastern side of the Philippines, trenches like the Philippine Trench and East Luzon
Trough are both products of subducting Philippine Sea Plate beneath the archipelago.

Figure 8. Subduction of Philippine Sea Plate

Aside from the formation of trenches and troughs, the downward movement of oceanic
lithospheres underneath the Philippine Archipelago creates active volcanic chains. For example, the

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descent of the West Philippine Sea oceanic lithosphere along the Manila Trench created a volcanic
chain from Taiwan to Mindoro. Some of the known active volcanoes in this chain are Pinatubo in
Central Luzon and Taal in Batangas.
Also, the constant dipping movement of slabs induces frequent moderate to strong
earthquakes at various depths, gives rise to mountain ranges and develops the geologic character
of the Philippine Archipelago.

1.3 Convergence of Two Continental Plates

When two continental plates converge, a collision zone is formed. Unlike the other two types
of convergent boundaries, subduction ceases for this particular type of convergence. No trench, no
volcano, and definitely no island arc are created during this process. Instead, what is created is a
large group of tall mountains called mountain range as seen in Figure 3.

About 40 to 50 million years ago, two large land masses, India and Eurasia, collided to begin
the formation of the most visible product of plate tectonics - the Himalayas. Since subduction is
impossible between two colliding continental plates, pressure is released by pushing the crusts
upward and forming the Himalayan peaks.

Also, collision of continental plates is associated with shallow earthquake activities.

Figure 9. Collision of the Eurasian and Indian Plate

2. Divergence of Plates
Formation of rift valleys and oceanic ridges are indications that the crust is spreading or
splitting apart. In this case, the plates are forming divergent plate boundaries wherein they tend to
move apart which also caused earthquake activities.. Most divergent boundaries are situated along
underwater mountain ranges called oceanic ridges. As the plates separate, new materials from the
mantle ooze up to fill the gap. These materials will slowly cool to produce new ocean floor.

Figure 10. Formation of mid-ocean ridge (Diagram by Phyllis Newbill)

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The spreading rate at these ridges may vary from 2 to 20 cm per year. Although a very slow
process, divergence of plates ensures a continuous supply of new materials from the mantle. The
Mid-Atlantic Ocean ridge is an example of spreading center which causes the divergence of the
South American plate and the African plate.

When a spreading center develops within a continent, the crust may break into several
segments. The breaking leads to the formation of down faulted valleys called rift valleys. It is also
associated with the rising of hot materials from the mantle.
The rift valley increases its length and depth as the spreading continues. At this point, the
valley develops into a linear sea, similar to the Red Sea today.

Figure 11. Development of a rift-valley

3. Transform Fault Boundaries
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.
This type of plate boundary 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.

Figure 12. Blocks of wood representing lithospheric plates

If the blocks of wood in Figure 12 are to represent the lithospheric plates, you will notice that
there are two sets of divergent plate boundaries (between blocks 1 and 2, 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 (as seen in Figure 13). As
mentioned in Module 1, the immediate concerns about transform fault boundaries are earthquake
activities triggered by movements along the fault system.

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Figure 13. San Andreas Fault
HOW VOLCANOES INFLUENCE CLIMATE
In Grade 9, you have learned that climate is the general pattern of weather in a certain area
over a long period of time. How is climate affected by volcanic activities?

https://businessmirror.com.ph/2020/01/12/alert-level-3-raised-on-taal-volcano-residents-evacuated/
Figure 14. Gases and dust particles from Taal Volcano eruption

Volcanic eruptions are responsible for releasing molten rock, or lava, from deep within the
Earth, forming new rock on the Earth’s surface. But eruptions also impact the atmosphere.
The gases and dust particles thrown into the atmosphere during volcanic eruptions (as
shown in Figure 14) have influences on climate. Most of the particles spewed from volcanoes cool
the planet by shading incoming solar radiation. The cooling effect can last for months to years
depending on the characteristics of the eruption. Volcanoes have also caused global warming over
millions of years during times in Earth’s history when extreme amounts of volcanism occurred,
releasing greenhouse gases into the atmosphere.
Even though volcanoes are in specific places on Earth, their effects can be more widely
distributed as gases, dusts, and ashes get into the atmosphere. Thus, affecting the climate of some
places.
CLIMATE CHANGE IN THE PHILIPPINES

Climate change is happening now. Evidences being seen support the fact that the change
cannot simply be explained by natural variation. The most recent scientific assessments have
confirmed that this warming of the climate system since the mid-20th century is most likely to be due
to human activities; and thus, is due to the observed increase in greenhouse gas concentrations
from human activities, such as the burning of fossil fuels and land use change.

The Philippines is highly vulnerable to the impacts of climate change, including sea level
rise, increased frequency of extreme weather events, rising temperatures and extreme rainfall. The
extreme conditions that we are experiencing nowadays such as increase of temperature, the
stronger typhoons and the heavier rainfalls manifest that our climate is really changing.
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D. Application
Now that you are equipped with the knowledge about the processes that occur along
plate boundaries and their consequence to the Earth’s atmosphere, it’s time for you to
express and apply your understanding by doing the next activities.

ACTIVITY 3 Score: ______

Completing the Table
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Directions: Summarize or encapsulate your understanding about plate boundaries by completing
the table below. Some parts are already filled in for your guide. (2 points per box)

Type of Plate Boundary Relative Motion of the Geologic Features/Events

Plates Present
Convergent oceanic- Volcanoes, earthquakes,
continental plate boundary trenches, mountains
Two continental plates
moving towards each other
Convergent oceanic-oceanic Two oceanic plates moving
plate boundary towards each other
Divergent plate boundary

Earthquakes

ACTIVITY 4 Score: ______

Making Judgements 20
This activity will help you develop your skills in ENGLISH particularly in evaluating and
making judgements about a range of texts using a set of criteria.
Directions: Read the news report below. Then, examine the hypothetical reactions of the two
politicians on the news report. Answer the question that follows.

Taal Volcano downgraded to Alert Level 1

MANILA, Philippines (UPDATED) – Taal Volcano was downgraded from Alert Level
2 to Alert Level 1 on Thursday, March 19, over two months since it started erupting on
January 12.
The Philippine Institute of Volcanology and Seismology (PHIVOLCS) said in a bulletin
at 8 a.m. on Thursday that the downgrade reflects "the overall decreasing trend in the level
of monitoring parameters."
But it added, "Alert Level 1 means that the volcano is still in abnormal condition and
should not be interpreted that unrest has ceased or that the threat of an eruption has
disappeared."
If the situation eases further, Taal's status could eventually be lowered to Alert Level
0. But if there are indications of renewed unrest, Alert Level 2 might be raised again.
https://www.rappler.com/nation/253016-taal-volcano-eruption-alert-level-
1- march-19-2020

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Reactions of the two politicians after hearing the news:
Politician A: It’s been 3 months since our province was placed on permanent
lockdown by the national government. The Taal volcano’s eruption has brought
problem to the province’s economy, particularly tourism. It is now the right time
to open our place for tourists for us to have income again. If we have more
funds, we can help a lot of people, especially those who have lost their homes
and other properties.
Politician B: No, it’s not yet the right time because as what PHIVOLCS said,
Alert Level 1 means that the volcano is still in abnormal condition. If we open
our place again for tourists, we cannot assure their safety and security.
Politician A: But we are already exhausted. If we open businesses again, we
gain funds. Thus, we can help and save people’s lives.
Politician B: No, if we open businesses again, we do not save people but we
put people’s lives on risks.

Question: If you were Politician C, how would you react on the same issue? (20 points)
Write your answer here

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Note: The following rubric will serve as your guide in writing your thoughts.
Criteria 4 3 2 1 Total
Focus/Content (states clear position at the beginning until
the end of the work)
Persuasive Techniques Used (uses strong and effective
persuasive techniques; details support the main idea)
Development/ Organization (has strong organizational
plan; has logically arranged statements from the most
important to the least important or vice versa; develops the
topic thoroughly with examples and supports)
Clarity of Ideas (presents clear and sound arguments, and
evidences are authentic)
Emphasis (has interesting and attention-grabbing
introduction; has strong conclusion that includes a call to
action)
Table 1. Rubric
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II-Evaluation Score: ______
16

Test I-Direction: Write the letter of the correct answer on the space provided
before before each number.
_____ 1. In converging continental plate and oceanic plate, subduction process happens. Which
plate normally subduct?
a. continental plate c. oceanic plate
b. both continental and oceanic d. none of these
For items 2-4, refer to the geologic features and events below.

I-earthquake III- trench V- volcanoes

II-mountains IV- rift valley VI- oceanic ridges

_____ 2. What geologic event/s is/are most likely to happen at transform fault boundary?
a. II only b. I and II c. I only d. II and IV

_____ 3. What will occur or form when two crustal plates move away from each other?
a. I, II, III, and V b. I, IV, and VI c. IV and VI only d. III, IV, and VI

_____ 4. Crustal plates A and B are moving towards each other. What will occur or form between
these plates?
a. I, II, III, and V b. I only c. I, II, III, and IV d. I, IV and VI

_____ 5. If you visit a place in the Pacific known to be along converging plates, which of these
should you NOT expect to see?
a. active volcanoes c. rift valley
b. mountain ranges d. volcanic islands

_____ 6. Tsunami is a series of ocean waves with very long wavelengths. Which process causes
tsunami to occur?
a. convergence of continental and oceanic plates
b. convergence of two oceanic plates
c. convergence of two continental plates
d. divergence of two continental plates

_____ 7. You are an oceanographer and want to map the ocean floor on the east coast of the
Philippines. As you do your study, you notice that there is a portion in the ocean floor which is
relatively much deeper than the rest. What most likely is that deeper part?
a. mid-ocean ridge c. rift valley
b. trench d. volcano

_____ 8. How do volcanoes relate to climate?

a. Volcanic eruptions release molten rock, or lava, from deep within the Earth, forming
new rock on the Earth’s surface, thus affecting climate.
b. Volcanic eruptions release gases and dust particles into the atmosphere which
eventually affect climate.
c. The volcanic activity can influence the movement of the ground and the
atmosphere; hence, affecting climate.
d. Volcanoes are located in the lithospheric plates, so they do not relate to climate
change.

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Test II- Directions: For items 9-16, read the text below and the proceeding statement. Then,
answer the question that follows.
Our climate is changing. Human activities have increased greenhouse gas
concentrations in the atmosphere. The main sources of greenhouse gases due
to human activity are: burning fossil fuels leading to higher carbon dioxide concentrations,
farming and forestry — including land use change via agriculture and livestock.
https://www.climatelinks.org/resources/climate-change-risk-profile-philippines

Statement: Humans have to do some of the above-mentioned activities for a living. But if these
human activities continue, how would our Earth become better in the future? All of us are responsible
for the change.
Question: As a student, how would you react on the statement? (8 points)
Write your answer here

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Note: Refer to Table 1. Rubrics as your guide.
III-Assignment Score: ______
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Sa gawaing ito, naipamamalas ang iyong kakayahan sa ARALING
PANLIPUNAN partikular ang pagsusuri ng kahalagahanng kahandaan,
disiplina at kooperasyon sa pagtugon ng mga hamong pangkapaligiran.

Panuto: Suriin ang mga larawan sa ibaba. Pagkatapos ay sagutin ang mga
sumusunod na tanong.

https://weatherph.org/what-you-should-know-about-typhoon-and-flood-2/

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1. Gabay ang larawan sa Emergency Preparedness Tips sa pahina 14, gumawa ng isang
talaan ng mga DAPAT at HINDI DAPAT gawin sa tuwing may emergency. Isulat sa ibaba
ang sagot. (10 puntos)

DAPAT GAWIN HINDI DAPAT GAWIN

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2. Anu-anong katangian ang ipinamamalas ng mga tao sa larawan sa ibaba? (5 puntos)

__________________________________________________________________
__________________________________________________________________

https://pia.gov.ph/news/articles/1033347

3. Bilang isang mag-aaral, paano mo maipapakita ang iyong kooperasyon sa pagtugon ng

mga hamong pagkapaligiran? (5 puntos)

Isulat dito ang sagot

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References
IMAGES:
gamediv1.weebly.com
presscom.wordpress
https://businessmirror.com.ph/2020/01/12/alert-level-3-raised-on-taal-volcano-residents-
evacuated/
https://weatherph.org/what-you-should-know-about-typhoon-and-flood-2/
https://pia.gov.ph/news/articles/1033347
https://www.rappler.con/nation/253016-taal-volcano-eruption-alert-level-march-19-2020
Climate Change in the Philippines Sources:
https://www.silent-gardens.com/climate.php

http://bagong.pagasa.dost.gov.ph/information/climate-change-in-the-philippines#climate-
scenarios

https://www.climatelinks.org/resources/climate-change-risk-profile-philippines

BOOK:
• DepEd Learner’s Module – Grade 10 Science
• DepEd Teacher’s Guide – Grade 10 Science

Regional Director TWG

Isabelita M. Borres, CESO III Rowena B. Balsamo, Chairperson PDO-IV
Schools Division Superintendent - ZDS Winston D. Clapano P-II
Majarani M. Jacinto, CESO VI Philomila M. Villagracia PO-III
Regional Office Chiefs Marlyn A. Doronila EPS
Eugenio B. Penales Chief, CLMD Elvie A. Casera AO-II
Elizabeth B. Tatel Chief, BFD Cecilia J. Trivilegio ADA-VI
Mat Ranillo O. Singson OIC Chief, QAD Edgardo D. Gavenia EPS-II
Romeo M. Daligdig OIC NEAP Director Allan M. Esber Librarian-II
Sheila Rose B. Apiag Chief, ESSD Kathlenn Grace F. Baguio CMT-I
Armando P. Gumapon OIC Chief, FTAD Maria Deoselin L. Castillo ADAS-I
Crisologo L. Singson Chief, AD Lebert B. Yana AA-VI
Dormitory
Marietta R. Anhaw Chief, HRDD Thea Karen D. Andrin
Manager
Lucman L. Manupac OIC Chief, PPRD Riza T. Estosata Staff
LEARNING AREA SUPERVISORS Bleszel M. Anhaw Staff
Saturnina D. Abajon EPS-1, Math Jennilyn C. Encallado Staff
Sandy R. Albarico EPS-1, Science Helen C. Baluran Staff
Belen A. Cuevas EPS-1, English Ian M. Salomon Staff
Ann A. Vera Staff
Arzlelei Joyce Marie S. Fiel Staff

16