DATE June 22, 2017

SECTIONS: Fibonacci, Newton, & Napier

June 23, 2017

Section: Gauss
I. OBJECTIVE(S) At the end of the lesson, at least 75% of the students with 75 proficiency should be
able to achieve the ff. goals:
1. Explain the processes that occur during convergence of two continental plates
using a diagram;
2. Determine the geological events that could happen as well as the geologic
features that will be formed when a continental plate collides with another
continental plate.; and
II. SUBJECT MATTER A. UNIT 1 : Earth and Space
Module 1: Plate Tectonics
Topic: Convergent Boundary (Continental-Continental)
B. Reference/s: Science Learners Material for Grade 10 pp. 23-24
C. Materials: illustration of an continental-continental convergence
III. LEARNING TASKS
A. ENGAGE Start the lesson by asking questions like:
What is the longest mountain range in the Philippines?(Sierra Madre)
What is the highest mountain in Mindanao and in the Philippines? (Apo)
What is the highest mountain in the Visayas? (Kanlaon)
What is the highest mountain in the Bicol Region? (Mayon)
What is the highest mountain in Luzon? (Pulag)

How do you think most of the tall mountains of the world are formed?

Just gather all the ideas the students will mention regarding the last question. After all
the ideas had been presented, tell them that they will check their answers after they
perform the next activity

B. EXPLORE 1. Introduce the next activity. This time the students will use the knowledge
they acquired from the previous activity in predicting what events could take
place due to this type of collision.

2. Students will work in pairs.

Activity 3
Head-On Collision
Part C: Two Continental Plates Converging
Materials:
modeling clay
2 blocks of wood
paper
Procedure:
1. On a piece of paper, flatten the modeling clay with the palm of your
hand.
2. Cut the clay into four strips; each strip should be 0.5 cm thick, 4 cm
wide, and 12 cm long.
3. Put 4 strips one on top of the other.
4. Place a block of wood at each end of the clay strips and slowly push
the two blocks together. Observe what happens to the clay.
Q24. What happened to the strips of clay as they were pushed from
opposite ends?
Q25. If the strips of clay represent the Earths lithosphere, what do you
think is formed in the lithosphere?
Q26. What other geologic event could take place with this type of plate
 movement aside from your answer in Q25?
Q27. In terms of the consequences on the Earths lithosphere, how will
you differentiate this type of convergent plate boundary with the
other two?
C. EXPLAIN Facilitate the discussion using the ff. guide questions:

Q24. What happened to the strips of clay as they were pushed from opposite
ends?
Answer: The strips of clay buckled upward.
Q25. If the strips of clay represent the Earths lithosphere, what do you think
is formed in the lithosphere?
Answer: Mountains are formed in the lithosphere.
Q26. What other geologic event could take place with this type of plate
movement aside from your answer in Q25?
Answer: Earthquakes will occur due to the collision of the two plates. (Since
there is no subduction, only shallow earthquakes will happen)
Q27. In terms of the consequences on the Earths lithosphere, how will you
differentiate this type of convergent plate boundary with the other two?
Answer: Since the two plates involved are both continental plates there is
no subduction process (because both plates are low in density). As a
result, mountains are formed instead of volcanoes.

KEY CONCEPT:
When two continental plates meet head-on, neither is subducted. Instead, the crust
tends to buckle and be pushed upward causing formation of mountain ranges and
other highlands.

D. ELABORATE Ask the students to draw a diagram showing what they think would be the outcome of
this cconvergence.
E. EVALUATE Using the diagram below, explain the processes involved in a continental-
continental convergent boundary.

IV. ASSIGNMENT Research for more geologic features that resulted from continental-continental
convergence. Make a clipping of these features.
V. REFLECTION

SECTION Fibonacci Pascal Newton Napier Gauss

No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
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