Lesson Exemplar Quarter 1

Lesson
for Science 2

EDUC 110S

The Teaching of Science (Teaching in the Specialized Field)

Second Semester, Academic Year 2024-2025

Group 5

Munda, Ian Jay T.

Luib, Jasonkid P.

Mangubat, Jhonamari

Marqueso, Jannarie V.

Minque, Jean Angela

Mizal, Ivee Gail B.

Mutia, Rosell M.

Nedroda, Cariz Jyn

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 LESSON EXEMPLAR IN SCIENCE 10
Lesson Title Grade 10 – Earth and Space

FIRST QUARTER/FIRST GRADING PERIOD

Grade Level & Subject Grade 10 – Science

Learning Competency2 S10ES –Iaj-36.2 describe the different types of plate boundaries.

I. OBJECTIVES
At the end of the lesson, students will be able to :
a) define and describe the three types of plate boundaries—divergent, convergent, and transform—by
organizing and differentiating their characteristics through a Venn diagram;
b) demonstrate appreciation for disaster preparedness and resilient infrastructure by creating an
informative infographic that highlights the impact of plate boundaries on natural hazards and
emphasizes the importance of proactive safety measures; and
c) construct a physical model of a plate boundary using clay or playdough to simulate the movement of
tectonic plates.
d) identify and classify the Earth's major tectonic plates and their corresponding boundaries (convergent,
divergent, and transform) based on a given map;
II. SUBJECT MATTER
Topic: 1. Plate Tectonics

1.2 Plate boundaries

Materials:  Whiteboard and markers

 Projector and laptop (for video clip and online simulation)
 Clay or playdough
 Printed diagrams/images of plate boundaries
 Worksheet for group investigation
 Exit tickets and quiz materials
Teacher’s Hint Teacher’s Activity Student’s Activity
A. Preparatory Activities
A. Greetings Good morning, class! Good morning, Sir Ian.

B. Prayer Before we begin the lesson this morning, let us ask the (An audiovisual presentation
guidance of Almighty God. shall be played.)

C. Classroom Let's check your attendance first; class monitor who are There is no absent today, Sir.
Attendance absent today?

Very good that you are complete.

1. Engage Before we start our lesson, have you ever wondered
why earthquakes and volcanoes occur in specific
regions? Let’s watch this video that shows dramatic
natural events along Earth’s surface.” Students watch the video and
share initial ideas about what
forces might be causing these
events.

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 Source:
https://www.youtube.com/watch?v=3ZpDjdFzQUM
2. Explore “I’m dividing you into 3 groups. Each group will
receive clay and printed diagrams.

Materials:
1. Clay

Source: https://sl.bing.net/iO2cxSaxkbs

2. Printed diagrams
Students construct their
models and note how the
simulated plate movements
reflect real tectonic
interactions.

Source: https://artpictures.club/autumn-2023.html
Students briefly share
“Your task is to build a model representing one type of observations, and the teacher
plate boundary—divergent, convergent, or transform. highlights interesting points
Record your observations on the provided worksheet.” on the board.

3. Explain Plate boundaries mark the edges of lithospheric plates, which move due to convection
currents in the Earth's interior. The lithosphere consists of the crust and the upper mantle,
with two types of crust: the thicker but less dense continental crust and the thinner, denser
oceanic crust.

Plate Tectonic Theory, the lithosphere continuously shifts, forming three types of plate
boundaries: divergent, convergent, and transform fault boundaries.

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A. Divergent boundary forms when two tectonic plates move apart, creating tension.
Magma rises from the mantle, solidifies upon reaching the surface, and forms new
oceanic crust. This process, known as seafloor spreading, results in mid-ocean ridges
between oceanic plates and rift valleys between continental plates.

Figure 1. Divergent Boundary

 Divergent boundaries, also called constructive boundaries, are associated with

“earthquakes.”

Ex. Boundaries between the South American and African plates, the Pacific and Nazca plates, and
the North American and Eurasian plates.

B. Convergent Boundary forms when two tectonic plates move toward each other,
classified into three types: oceanic-continental, oceanic-oceanic, and continental-
continental boundaries.

Figure 2. Convergent Boundary

1. Oceanic-Continental and 2. Oceanic-Oceanic boundaries, the denser oceanic plate

undergoes subduction, melting in the mantle and producing magma.

This results in a continental volcanic arc in oceanic-continental boundaries and an

island volcanic chain in oceanic-oceanic boundaries, both accompanied by
“earthquakes.” Since the oceanic plate is destroyed, this is also called a destructive
boundary.

Ex: Eurasian and Philippine plates, the Nazca and South American plates, and the Pacific and
Australian plates.

2. Continental-Continental Convergence, no subduction occurs; instead, both plates

collide and compress, forming mountain ranges like the Himalayas.

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C. Transform fault boundary is formed when two plates are sliding past each other. It
is also called the Strike-slip fault. Rocks that line the boundary split into pieces as the
plates slip at each other. A crack is then formed creating an undersea canyon or linear
fault valley.

Figure 3. Transform Fault Boundary

Ex: San Andreas Fault

Source: https://sl.bing.net/gbdlKoZtQmy

At the last part of the discussion, this figure will be presented:

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 Find the Boundary on the Map!

Instruction:

“Individually, take a 1/4 sheet of paper and examine the direction of the arrows on the
map. Identify the plates that lie on divergent, convergent, and transform fault
boundaries and write your answers on the paper.”

“Now, exchange your papers with your seatmates and let’s check”

Answer Key:

🔴 Convergent Boundaries (plates moving toward each other):

1. Pacific Plate and Philippine Plate (moving toward each other)
2. Pacific Plate and Eurasian Plate
3. Nazca Plate and South American Plate
4. Indian Plate and Eurasian Plate
5. Cocos Plate and Caribbean Plate
6. Juan de Fuca Plate and North American Plate

🔴 Divergent Boundaries (plates moving apart):

1) Nazca Plate and Pacific Plate (moving away from each other)
2) South American Plate and African Plate
3) North American Plate and Eurasian Plate
4) Antarctic Plate and African, South American, and Australian Plates

🔴 Transform Boundaries (plates sliding past each other):

1. Pacific Plate and North American Plate (notably along the San Andreas Fault)
2. Some parts between the Caribbean Plate and neighboring plates (indicate lateral
movement)
4. Elaborate “Consider how these plate boundaries affect our lives—especially regarding natural
hazards.”

Instructions: In your groups, create an infographic on how understanding plate

boundaries can help improve disaster preparedness and infrastructure planning. Use
Canva or any similar tool to design your infographic.

Your infographic must include:

1. Title – A clear and engaging title related to disaster preparedness and infrastructure
planning.
2. Types of Plate Boundaries & Hazards – Briefly explain which plate boundaries
cause earthquakes, volcanic eruptions, or other natural disasters.
3. Disaster Preparedness Tips – Provide safety measures for communities prone to
earthquakes or volcanic activity.

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 4. Infrastructure Planning Strategies – Suggest ways to design buildings and
infrastructure that can withstand these natural hazards.
5. Visual Appeal – Use appropriate icons, colors, and layout to make your infographic
clear, engaging, and informative.

Submission:
 Save your infographic as a PDF or image file.
 Submit your work via Gdrive:
[https://drive.google.com/drive/folders/17WEF67cExz2e0ND4Whh50g0QETfb53s
q?usp=sharing]

Rubrics:
2 - Needs
Criteria 5 - Excellent 4 - Proficient 3 - Satisfactory 1 - Incomplete
Improvement

Fully accurate;
Content clearly explains
Mostly accurate; Basic info; lacks Some errors or Mostly wrong or
(Accuracy & boundaries,
minor gaps. depth. missing points. incomplete.
Relevance) hazards, prep,
and planning.

Clear, logical Mostly Poorly

Organization & Some structure; Disorganized
flow; easy to organized; minor organized; hard
Clarity may confuse. and unclear.
read. clarity issues. to follow.

Very creative
Visual Appeal
and well- Appealing with Some creativity; Basic design; No design or
(Creativity &
designed using small flaws. lacks impact. little effort. creativity.
Design)
Canva/tools.

Practical, clear Mentions ideas; Unclear or

Preparedness & Good strategies; No useful
strategies for weak incomplete
Infrastructure some gaps. strategies.
both areas. explanations. strategies.

Total Score: ____ / 20

"Each group will present their infographic to the class through the use of a projector."
5. Evaluate Directions: Please read each question carefully. Choose the letter corresponding to the
best answer from the options provided. Write only the letter of your chosen answer on a
clean 1/4 sheet of paper.

1. Convection current causes the lithospheric plate to ________________.

A. move slowly but constantly

B. move in any direction

C. move faster

D. create another plate

2. The youngest part of the ocean floor is found at the ___________.

A. convergent boundary C. transform-fault

B. divergent boundary D. hot spot

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3. What type of plate boundary occurs between the Nazca Plate and the South

American Plate?

A. convergent oceanic-continental plate boundary

B. convergent oceanic-oceanic plate boundary

C. convergent continental-continental plate boundary

D. transform boundary

4. The crust and upper mantle make up the Earth’s ____________.

A. lithosphere C. core

B. Asthenosphere D. continents

5. The result of plate movement can be seen at _________.

A. abyssal plains C. plate centers

B. plate boundaries D. ocean margin

6. The theory that suggests that plates are slowly moving is called ___________.

A. Magnetic Reversal C. Continental Slope

B. Plate Tectonic D. Continental Drift

7. Plates move apart at __________ boundaries.

A. convergent C. divergent

B. stable D. transform plate

8. Plates slipping past each other at ________________.

A. subduction zone

B. convection current

C. divergent boundary

D. transform boundary

9. The boundary between two plates moving together is called a __________.

A. divergent boundary

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 B. transform boundary

C. Lithosphere

D. convergent boundary

10. Based on the current position of the continents, South America is moving away

from Africa in what direction?

A. West C. North

B. East D. South

“Okay, pass your paper forward”

“Lastly, write an exit ticket answering:

‘What is the most important idea you learned today? and

“What question do you still have?’”

Reflection and Developing this lesson was both a reflective and rewarding experience. Our team
Justification carefully aligned each phase of the 5Es instructional model—Engage, Explore, Explain,
Elaborate, and Evaluate—with appropriate activities to promote deeper conceptual
understanding. We began by capturing students’ interest through a relatable question
about ecological balance, encouraging them to connect the topic to real-life situations.
The exploration phase allowed students to investigate concepts through group
activities, fostering collaboration and critical thinking. In the explanation part, we
scaffolded learning by introducing key terms and guiding students in organizing their
thoughts. During elaboration, students applied their understanding in practical
scenarios, strengthening retention and relevance. Finally, assessment strategies in the
evaluation phase measured both content mastery and skill development.

This lesson strongly aligns with the 5Es model as it follows a constructivist approach,
where learners build knowledge through active engagement and inquiry. It supports
student learning by encouraging curiosity, promoting higher-order thinking, and
allowing multiple opportunities to reflect and apply concepts. Ultimately, this model
ensures that learning is not just about content delivery but also about meaningful
student-centered experiences.

Rubric for Lesson Exemplar

Needs
Excellent (9- Proficient (7-8 Satisfactory Developing (3-
Criteria Improvement
10 pts) pts) (5-6 pts) 4 pts)
(1-2 pts)

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 The lesson
The lesson is
exemplar is The lesson is The lesson has
The lesson is poorly
exceptionally well-structured weak
structured but organized,
well- and mostly organization
Lesson Structure & lacks clarity in difficult to
structured, follows the and lacks
Organization some areas or follow, and
logical, and chosen model coherence in
has minor does not
follows the with minor following the
gaps. adhere to the
chosen model inconsistencies. model.
model.
with clarity.

Objectives are
Objectives are Objectives are Objectives are
clear, Objectives are
clear and mostly somewhat missing, vague,
Alignment with measurable, unclear, not
aligned with clear but may or not aligned
Learning Objectives and fully measurable, or
standards but not be fully with
& Standards aligned with weakly aligned
may lack some measurable or curriculum
curriculum with standards.
specificity. aligned. standards.
standards.
Uses highly
Uses some Limited use of No or
effective, Uses effective
active learning engagement ineffective
Engagement & innovative, and strategies with
strategies but strategies; engagement
Active Learning engaging some
may not be activities may strategies
Strategies strategies to innovation to
fully engaging not be present in the
promote active engage learners.
or innovative. interactive. lesson.
learning.

Well-designed Limited
formative and Assessments are Some assessment
No or
summative appropriate and assessments strategies that
Assessment & ineffective
assessments mostly aligned are present do not
Evaluation assessments
effectively with objectives but may not adequately
Strategies present in the
measure but may lack fully align with measure
lesson.
learning variety. learning goals. learning
outcomes. outcomes.

Strong
Some Little No
differentiation Attempts
differentiation differentiation; differentiation
strategies to differentiation
Differentiation & strategies are lesson does not strategies are
meet diverse but lacks
Inclusivity present, fully support present,
learner needs, depth or
meeting most diverse lacking
incorporating inclusivity.
learner needs. learners. inclusivity.
inclusivity.

 Total Score: ____ / 50

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