UNIT PLAN

Unit of Work in: SOCIAL STUDIES

School: ST. MARTIN’S DE PORRES PRIMARY SCHOOL

Class / Grade Level: STD. SIX

Strand: LANDFORM AND LOCATION

Theme: PLATE TECTONICS

Duration: FOUR WEEKS From: JULY 20, 2020 to AUGUST 20, 2020

Goals: STUDENT WILL:

Cognitive:

(A) Understand the different layers of the earth and its formation.

(B) Familiar with the process involved in earthquakes.

(C) Describe volcanic eruptions and structure.

(D) Recall the major tectonic plates.

Affective:

(A) Evaluate the importance of the earth’s layers.

(B) Appreciate landforms after the impact of earthquakes.

(C) Reflect how human actions can reduce volcanic eruptions.

(D) Recognize the importance of plate tectonics.

 Psychomotor:

(A) Create a model of the earth’s layers.

(B) Produce a model of an earthquake.

(C) Construct a volcanic model.

(D) Demonstrate the movement of plate tectonics.

Rationale:

The purpose of this unit is for students to gain conceptual understanding of the earth’s internal structures. As inhabitants, students will be able to develop awareness of the different
changes that the earth goes through. Moreover, if students learn about earthquakes they will be able to understand the causes of earthquakes, make necessary precautions to protect
lives and personal valuables. In addition, the educational purpose of learning this lesson is for students to become aware of the roles and impacts of plate tectonics on the earth.
Finally, it is important to know about Volcanic eruptions because volcanic eruptions are very dangerous and produce harmful and destructive gases, ash , lava and rock that are
very powerful so by being knowledgeable we can take safety precautions.

LEANZA Content Lesson Objectives Suggested Activities

 DAWSON

(based on multiple intelligence)

Week:1 1. Crust- Earth’s Crust is what we walk on. It is After the use of a model, class activities and (1) Introductory Focus: Play a game called
the tin (relatively) outermost layer that wraps class discussion students will be able to: put on a show. A story will be read to
around the earth and ranges in temperature from students; using their imagination students
Lesson 1: 500 to 1,000 degree celsius. The crust is split will create an image or description of
into two types, continental and oceanic. The (A) List and explain the four layers of the what they feel the earth is made of.
earth’s crust is 5 to 70 km thick. earth. (Cognitive) Students will share what they imagined
what the world is made of.(Intrapersonal )
Sub-topic: Layers * The crust makes up only 1% of the earth's volume (B) Evaluate the purpose of the four layers
of The Earth. . of the earth. (Affective)
2. Mantle- Just below the crust lies the mantle. The (C) Create a model of the earth's layers. (2) General Focus: Play a game called “ draw
mantle is semi - Liquid, sort of like a malleable (Psychomotor) it”. Students will listen to a recording
Learning
plastic and makes up 84% of earth’s volume. The about the earth’s layers and create a
outcome:8.1
earth’s mantle is 2,900 km thick and is broken drawing of what they interpret.(Musical
Explain, with
down into 3 main zones,the lithosphere, intelligence)
supporting
asthenosphere, and mesosphere.
illustrations, how
the earth is
composed of an (3) Culmination Focus: Students will create a
inner core, an outer 3. Outer Core- The outer core lies beneath the model of the earth’s layers. (Kinesthetic
core, mantle and mantle. This liquid iron and nickel layer spins as intelligence)
crust. the planet rotates and creates earth’s magnetic field.
This magnetic field helps to protect us from the
Sun’s solar radiation. The outer core is 2,200 km
thick and very hot at up to 6,100 degree celsius.
Curricular Linkages:
Without the outer core’s magnetic field out planet
Language would resemble the barren planet of Mars.
Art(summarizing
and using
description) 4. Inner Core- The inner core is the deepest layer
on Earth. It is also made up of iron and nickel but
Materials: the pressure is so high that it is no longer liquid.
The temperatures in the inner core are as hot as the
● Markers surface of the sun, about 5505 degree celsius. The
● Tapes earth’s inner core is 1,230 to 1,530 kn thick. The
earth’s inner core is growing in size by 1mm per
● Computer year.

● Projectors

● Molding clay

● Speakers

References: Nace,
Trevor. “4 Layers
Of The Earth Made

Easy.” Forbes,
Forbes Magazine,
26 Aug. 2019,
www.forbes.com/sit
es/trevornace/2019/
08/26/4-layers- of-
the-earth-made-
easy/#4b07508e45d
8

Four layers of the

earth
https://youtu.be/oTJ
3i4NNyFY

Skills:

● Sequence
earth's
layers.

● Explain
earth’s
layers.

● Create
model

Attitudes:

● Appreciate
the earth’s
layers.

● Respect
classmate
opinions.
 LEANZA Content Lesson Objectives Suggested Activities
DAWSON
Students will be able to: (based on multiple intelligence)

Students will:

Week:1 In the early 1900s, the German scientist Alfred After viewing images, class discussion and class ● Introductory focus: Play a game called
Wegener noticed that the coastlines of Africa and activities students will be able to: Walter Travels. A board game about
South America looked like they might fit together. the supercontinent will be played.
Lesson 2: He also discovered evidence that the same plant (Visual spatial intelligence)
and animal fossils were found along the coasts of a. Explain how the earth’s mass land was a
these continents, although they were now separated million years ago.
by vast oceans. In addition, he noticed that geologic ● General: take part in a savage hunt.
Sub-topic:
formations, like mountain ranges, on the two Students will solve the puzzle using
Supercontinent
continents also matched up. the clues placed around the classroom.
He called the original landmass (or supercontinent) (Kinesthetic intelligence )
b. Draw an image of how the earth was before
Learning outcome: "Pangaea," and after the different changes occurred with
8.7 Explore, using a the land mass.
Continents on the move ● Culmination focus: play pictionary.
sequence of maps,
how the earth's 200 million years ago Students will draw clues and the
major land masses remaining students will guess the
have moved, over a Pangaea begins to break up and splits into two c. Reflect on the purpose of the movement of answer. (Verbal linguistic)
period of hundreds major landmasses — Laurasia in the north, made the earth’s land mass.
of millions of years, up of North America and Eurasia, and Gondwana
due to plate in the south, made up of the other continents.
tectonics.
Curricular Linkages: 135 million years ago

Language Arts Gondwana splinters further — the South America-

(writing) Africa landmass separates from the Antarctica-
Australia landmass.

Materials:
The Indian landmass breaks away from the
● White Board Antarctica-Australia landmass.
● Marker

● Speaker 65 million years ago

● Puzzle Major rifting of Laurasia, with the North American
● Posters landmass separating from Eurasia.

References: South America and Madagascar separate from

Africa.
Learner.org. 2020.
Interactives .
Dynamic Earth . 50-40 million years ago
Plate Tectonics.
[online] Available Greenland separates from North America.
at:
https://www.learner.
org/wp- Australia separated from Antarctica and moved
content/interactive/d
ynamicearth/drift.ht north.
ml [Accessed 19
July 2020].
The Indian landmass collided with Asia.

Skills: identify how

the earth’s land
mass was before
and understand how
the movement
occured due to plate
tectonics.

Attitudes: Respect
each other.
The modern plate tectonics theory, which has
Appreciate the
become widely accepted since the 1960s, states that
knowledge gained
the earth's outer layer, or lithosphere, is broken
from the lesson.
into several large slabs called plates.

These plates, which hold the continents and oceans,

are slowly but constantly moving around the planet.
The movement of the plates not only supports our
understanding that continents are not fixed and
moved over time, but also explains how and why
earthquakes, volcanoes, and other geologic events
occur.
 Tectonic Plates Map

TAMIA SMITH Content Lesson Objectives Suggested Activities

(based on multiple intelligence)

Students will be able to: Students will:

Week 2 Tectonic plates are pieces of Earth's crust and Introductory Focus: Assemble and label the
uppermost mantle, together referred to as the layers of the Earth. (Bodily Kinesthetic)
Lesson 1 After class discussion, activities and a quick write
lithosphere.
Subtopic: Plate ● recall definition of plate tectonics clearly.
Tectonics (Cognitive) General Activities:

Learning The earth's continents are constantly moving due to ● label at least three major tectonic plates. Correctly place the names of the major tectonic
outcomes: the motions of the tectonic plates (psychomotor) plates on the map. (Visual- spatial)

8.4 Label the continents are called continental crust, while the type ● grow awareness of the importance of plate
major tectonic found under the oceans is called oceanic crust. tectonics (affective)
plates, as well as
Continental crust is thicker — about 20 to 40 miles
the Nazca and Culminating:
(35 to 70 km) thick — and usually older than oceanic
Caribbean Plates
crust, which is only 4 to 6 miles (7 to 10 km) thick. Two minutes of quick write about what they
on a map of the
All the plates have names, usually referring to learnt in class today.
world.
landmasses, oceans, or regions of the globe where
Skills: identify they are located. Guided questions: what are plate tectonics?
major plate List at least five major plate tectonics. (Verbal-
tectonics and Linguistics)
label major plate
tectonics

Attitude: Freely
participate in
class and respect
each other

Curricular
Linkages:
Language Arts
(writing)
Tectonic Plates:
Materials: North America Plate Juan De Fuca
projector
Caribbean Plate Nazca Plate
computer
Pacific Plate Cocos Plate
blank template of
tectonic plates South America Plate Scotia Plate

playdoh Antarctic Plate African Plate

Euraison Plate Arabian Plate

References: Australian Plate Indian Plate

Plate Tectonics Phillipian Plate

retrieved
from:https://www
.learner.org/wp-
content/interactiv
e/dynamicearth/dr
ift2.html

TAMIA SMITH Content Lesson Objectives Suggested Activities

(based on multiple intelligence)

Students will be able to: Students will:

Week: 2 The border between two tectonic plates is called a A. Introductory Focus: Think Pair Share
boundary. All the tectonic plates are constantly
moving — very slowly — around the planet, but in After reading a poem, class activities and First individually fill in major plate tectonics

Lesson 2: many different directions. Some are moving toward discussion pair up and share answers
each other, some are moving apart, and some are a. Describe tectonic plate movement
sliding past each other. Because of these clearly (cognitive objective) As a class share answers. (interpersonal)
differences, tectonic plate boundaries are grouped
Sub-topic: Plate
into three main types.
Tectonics
B. General Activities:
A convergent boundary occurs where two plates
are pushing towards each other.Examples of Listen to a poem about tectonic plate
b. Identify at least three borders each
Learning outcome: convergent boundaries include: movement. students will take notes on what
boundary is formed.(psychomotor
8.5 describe using they heard. (Verbal- linguistic)
objective)
diagrams how
tectonic plates Identify the type of boundary that is found at
● The boundary between the Eurasian Plate
move. the borders between several of these plates
and the Indian Plate at the Himalayas.
using colored pencils or markers. (visually-
● The boundary between the Nazca Plate and spatial)
c. Realize that Earth’s movement is
the South American Plate along the west
Curricular because of plate tectonics. (affective C. Culmination:
coast of South America.
Linkages: objective)
Expressive Arts Draw and describe tectonic plates based on
(Drawing) the boundary called. (Visual- spatial, verbal-
A divergent boundary marks two plates that are linguistic)
Materials: moving apart from each other. Examples of
divergent boundaries include:
projetor, computer,
extension, print out ● The boundary between the African Plate and
of poem, large the Arabian Plate in the Red Sea.
digital image of
tectonic plates map ● The boundary between the Pacific and
 Antarctic Plates.

References: ● The Mid-Atlantic Ridge, made up of the

boundary between the North American and
Plate tectonics Eurasian Plates in the North Atlantic,
retrieved from: crossing Iceland, and the South American
https://www.learner and the African Plates in the South Atlantic.
.org/wp-
content/interactive/
dynamicearth/drift2
.html A transform boundary occurs where two plates
slide past each other.Examples of transform
Skills: Draw plate boundaries include:
movement, describe
plate movement ● The boundary between the Pacific Plate and
the Australian Plate, crossing New Zealand.
Attitudes:
Participate in class ● The boundary between the Pacific Plate and
discussion and the North American Plate in California.
respect each other.

Types of boundaries:

● A convergent boundary occurs where two

plates are pushing toward each other.
 ● A divergent boundary marks two plates that
are moving apart from each other.

● A transform boundary occurs where two

plates slide past each other.

JALECIA JONES Content Lesson Objectives Suggested Activities

(based on multiple intelligence)

 Students will be able to: Students will:

Week:3 1. An earthquake is a sudden and violent After engaging in a class discussion, creating a A. Introductory Focus:
shaking of the ground, sometimes causing model and viewing a video, students will be able
great destruction, as a result of to: Watch and listen to a short video about
movements within the earth’s crust or earthquakes and volcanic eruptions. (Verbal
Lesson 1: A) Explain how the movements of tectonic linguistic intelligence)
volcanic action.
plates can cause earthquakes and volcanic
2. The earth’s crust is cracked into pieces eruptions. (Cognitive)
Sub-topic: called tectonic plates. B. General Activities:
B) Produce a model of an earthquake.
Earthquakes (Causes) 3. These plates move around. in some places (Psychomotor) Get into two large groups to play “Who
they move apart from each other and in Wants to be Millionaire” using the
Learning outcome: 8.6 C) Reflect the importance of tectonic plates
other places, they move together. information they’ve learnt. The group with
Explain how the and its role in geologic happenings; the said
movement of tectonic 4. These movements are felt on the surface cause for earthquakes and volcanic the highest score will be awarded 20 points.
plates can cause of the earth and they vary in size. Most eruptions. (Affective) (Verbal linguistic intelligence)
earthquakes and are too small to be felt by humans and are
volcanic eruptions. measured using a sensitive machine
called a seismometer. Some earthquakes C. Culmination:
Curricular Linkages:
are large and can cause extensive damage
Expressive arts Produce a model of an earthquake in groups
to property and loss of life.
(model) of four. (Bodily kinesthetic intelligence)
5. similar to earthquakes, because of the
Materials:
movements of tectonic plates, volcanic
Notebooks eruptions occur.

Lego (blocks) 6. when the pressure within the magma

chamber is greater than the strength of the
Play dough crust, it begins to break through.

7. Magma rises to the earth’s surface for a

Projector combination of reasons. inside the magma
chamber there are a number of gasses that
Computer are just like a carbonated drink, the
Speaker bubbles of gas rise to the surface of the
magma chamber, pushing against the
Extension cord earth’s crust.

8. Another reason an eruption can occur is

simply an overload of magma in the
magma chamber. Once the chamber is
References: filled to capacity, an eruption is sure to
occur.
3D Geography

https://www.3dgeogra
phy.co.uk/earthquake-
models

youtube:earthquakes
and volcanoes
https://www.youtube.c
om/watch?v=0SK-
jYdEgfE

Skills: Listening and

engaging in class
discussion and recall
what is an earthquake.

Attitudes: Show
appreciation for the
lesson being taught,
cooperate with
classmates and
willingly participate in
class discussion.

JALECIA JONES Content Lesson Objectives Suggested Activities

(based on multiple intelligence)

Students will be able to: Students will:

Week:3 A. Introductory Focus:

1. An earthquake is a sudden and violent
shaking of the ground, sometimes causing
Lesson 2: great destruction, as a result of movements
within the earth’s crust or volcanic action.
2. Some of the common impacts of earthquakes
Sub-topic:
Earthquakes includes structural damage to buildings,fires,
damage to bridges and highways, initiation
(effects)
of slope failures, liquefaction, and tsunami.
3. one of the most recent earthquakes was a 7.1
Learning outcome: magnitude. This tremblor rocked Southern
8.3 Describe the California at 8:19 PT on July 5, 2019. This
impact of a recent event was widely felt, causing several fires
earthquake.
and damage to buildings and roads.
After engaging in a class discussion, activities and Watch a short video on the impacts of an
viewing a video students will be able to: earthquake. (Verbal linguistics intelligence)
D) Reiterate two impacts of an earthquake.
(Cognitive)
B. General Activities:
E) Create an earthquake safety tips poster.
Complete a case study in groups of three.
(Psychomotor)
(Investigating Earthquake impact)
F) Appreciate safety measures for protecting (Interpersonal intelligence)
life and valuable personal belongings.
(Affective)
C. Culmination:
Create a poster in pairs about earthquake
safeness. (Spatial intelligence)
Curricular
Linkages:
Language Arts
( Writing)

Materials:
Notebook

markers

bristol board

paper glue

scissors

ruler

References:

3D Geography

https://www.3dgeo
graphy.co.uk/earth
quakes
Earth Exploration
Toolbook

https://serc.carleto
n.edu/eet/earthqua
kes/case_study.htm
l

Skills: Listen and ● Being prepared for earthquakes

engage in class
involves having a plan for before,
discussion. during and after an earthquake.
during an earthquake, the most
important advice is to stay calm.
Attitudes: Show
appreciation for
earthquake safety
measures,
cooperating with
their classmates
and willingly
participate in class
discussion.
HELEN PALACIO Content Lesson Objectives Suggested Activities

Students will be able to: (based on multiple intelligence)

Students will:

Week: 4 A volvanco is the opening of the earth's crust After watching a video, activities and class A. Introductory Focus:
through which lava , Volcanic ash, and gases discussion, students will be able to:
Lesson 1: escape from a magma chamber . Watch and listen to a video on the different
types of Volcanic eruptions (Verbal
linguistics Intelligences )
a. List and explain the six types of volcanic
Sub-topic: Volcanic Type of Volcanic Eruptions : eruptions (Cognitive)
Eruptions.
1. Icelandic B. General Activities:

2. Hawaiian Complete a matching handout on “ The

Learning different types of volcanic eruptions” in
outcome:8.2 3. strombolian b. Create a volcanic model. (Psychomotor) pairs. (Interpersonal Intelligences”
investigate the
different types of 4. Vulcanian
volcanic eruptions . 5. Pelean C. Culmination:
6. Plinian c. Realize the importance of the different types Create a volcanic model in groups of three.
Curricular of volcanic eruptions. (Affective) ( Interpersonal Intelligences)
Linkages:
Expressive Art
(Model)

Materials:
 ● Notebook

● Color Pencil

● NewsPaper

● Glue

● Flour

● Scissors

● Plastic
bottle

● Paint and
Paint brush 1. The Icelandic type is characterized by
● baking soda effusion of the molten basaltic lava that
flows from long , parallel fissures , such
● food outpouring often build lava plateaus.
coloring

● Vinegar
2. The Hawaiian type is similar to the icleandic
● Dish Liquid variety, In this case , however , fluid lava
flows from a volcano's summit and radial
fissures to form shield and volcanoes which
References: are quite large and have gentle slopes .

Volcano facts
retrieved from:
3. Strombolian eruptions involve moderate
https://www.nation bursts of expanding gases that eject clots of
algeographic.com/e incandescent lava in cyclical or nearly
nvironment/natural- continuous small eruptions.
disasters/volcanoes/

4. The Vulcanian type, generally involves

What is a volcano moderate explosions of gas laden with
retrieved from: volcanic ash. This mixture forms dark,
turbulent eruption clouds that rapidly ascend
https://chis.nrcan.gc and expand in convoluted shapes.
.ca/volcano-
volcan/volcano-
volcan-en.php

Volcanoes retrieved
from:

https://www.britann
ica.com/science/vol
cano/Six-types-of-
eruptions
5. A Pelean eruption is associated with
explosive outburst that generate pyroclastic
flows, a dense mixture of hot volcanic
fragments and gas .
Skills:

● Create a
Volcanic 6. The Plinian type is an intensely violent kind
model. of volcanic eruptions ,The uprushing gases
 ● Explain the and volcanic fragments resemble a gigantic
different rocket blast directed vertically upward.
types of Plinian eruption clouds can rise into the
volcanic stratosphere and are sometimes
eruptions. continuously produced for several hours.
Lightning strikes caused by a buildup of
Attitude : static electricity are common close to
● Appreciatio Plinian ash clouds, adding one more element
n of the of terror to the eruption.
different
volcanic
eruptions .

HELEN PALACIO Content Lesson Objectives Suggested Activities

Students will be able to: (based on multiple intelligence)

Students will:
Week: 4 ● Volcanic eruptions can profoundly change A. Introductory Focus:
the landscape, initially through:
After watching a video and class discussion Watch a short video on how volcanoes shape
1. destructive processes (flank failure and caldera the landscape of the earth (Verbal
Lesson 2: formation) Students will be able to Linguistics)

2. constructive processes (lava flows, domes, and a. Identify at least 2 ways volcanoes shape
pyroclastic deposits). the landscape. (cognitive objective)
Sub-topic: B. General Activities:
Volcanoes which destroy vegetation and change the physical
nature of the surface (e.g., porosity, permeability, Play a game called pictionary. students will
and chemistry). view and image and state which landscape is
Learning outcome: a. Draw a landscape shaped by volcanoes it. (Visual Spatial)
correctly. (psychomotor objective)
8.2 How volcanoes
shape the landscape ● Eruptions have created mountains, islands,
plains, and other unique geologic C. Culmination:
Curricular formations, such as the impressive laval Complete and exit slip. Students must give a
Linkages: tube, Cueva de los Verdes, or the haunting
Language arts b. Investigate volcanic eruption effects brief description and create a drawing of a
“lava trees” in Kilauea, Hawaii landscape form by volcanoes. (verbal
(writing (affective objective)
linguistics)
descriptions)

Materials: ● The most obvious landforms created by lava

projector, are volcanoes. These are mostly cinder
computer, speakers, cones, composite volcanoes, and shield
extension card, volcanoes. Eruptions also take place through
pictures of other types of vents, commonly from
landscape, exit slip fissures. The eruptions that created the
question print out. entire ocean floor are essentially fissure
eruptions.
 ● Lava domes- When lava is thick, it flows

References: How slowly. If thick lava makes it to the surface,

volcanic eruptions it cannot flow far from the vent. It often
shape Earth
stays right in the middle of a crater at the
retrieved from:
top of a volcano. Here the lava creates a
https://www.youtub
e.com/watch? large, round lava dome. Lava flows often
v=bHNDRquJ8U8 make mounds right in the middle of craters

Volcanic at the top of volcanoes.

Landforms
retrieved from : ●
https://www.ck12.o
rg/earth- ● A lava plateau is made of a large amount of
science/volcanic- fluid lava. The lava flows over a large area
landforms/lesson/V
olcanic-Landforms- and cools. This creates a large, flat surface
MS-ES/ of igneous rock. Lava plateaus may be huge.

Skills: Identify
landscapes, draw
landscapes

Attitudes: Grow
awareness of the
effects of volcanic
eruptions and
participate in class
discussion.

● New land is created in volcanic eruptions.

The Hawaiian Islands are shield volcanoes.
These volcanoes formed from fluid lava.
intrusions- magma stays beneath the
ground where it solidifies. Because they
form underground, they only become land
formations if they arrive at the surface of the
Earth.