PHILIPPINE NIKKEI JIN KAI INTERNATIONAL SCHOOL
Angliongto Avenue, Lanang, Davao City
UNIT PLAN IN SCIENCE GRADE 10
Core Science Standards:
The learners demonstrate understanding of basic science concepts and application of
science-inquiry skills. They exhibit scientific attitudes and values to solve problems critically,
innovate beneficial products, protect the environment and conserve resources, enhance the
integrity and wellness of people, make informed decisions, and engage in discussions of relevant
issues that involve science, technology and environment.
Key Stage Standards:
At the end of grade 10, the students should have developed scientific, technological and
environmental literacy so that they will not be isolated from the society where they live, will not
be overwhelmed by change, and can make rational choices on issues confronting them.
Having been exposed to scientific investigations related real-life, they should recognize
that the central feature of an investigation is that, if one variable is changed, (while controlling
all others), the effect on the change on another variable can be measured. The context of the
investigation can be problems at the local or national level to allow them to communicate with
students in other parts of the Philippines, or even from other countries, using appropriate
technology.
Grade Level Standards
Learners realize that volcanoes and earthquakes occur in the same places in the world and
that these are related to plate boundaries. They can demonstrate ways to ensure safety and reduce
damage during earthquakes, tsunamis, and volcanic eruptions.
Learners explain the factors affecting the balance and stability of an object to help them
practice appropriate positions and movements to achieve efficiency and safety such as in sports
and dancing. They can analyze situations in which energy is harnessed for human use whereby
heat is released, affecting the physical and biological components of the environment.
Learners will have completed the study of the entire organism with their deeper study of
the excretory and reproductive systems. They can explain in greater detail how genetic
information is passed from parents to offspring, and how diversity of species increases the
probability of adaptation and survival in changing environments.
Learners explain the importance of controlling the conditions under which a chemical
reaction occurs. They recognize that cells and tissues of the human body are made up of water, a
few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat.
Unit Title:
EARTH AND SPACE
Grade & Section: Grade 10 Heiwa, Jiyuu, Seigi and Shinri
Teacher:
Ms. Janiera B. Ahaddin
First Quarter Topics:
Unit Plan 1
Time Frame: 20 Days/Session
100 minutes/session
I- Plate Tectonics
STAGE I- DESIRED RESULTS
Established Goal
Content Standards
The learners demonstrates
understanding of …
Transfer Goal
Students will be able to independently use their learning to exhibit
disaster preparedness and help others become more prepared for possible
calamities.
1. the relationship among the
Meaning
locations
of
volcanoes,
Enduring Understanding (EU)
Essential Questions (EQ)
earthquake epicenters, and
mountain ranges
Students will understand that:
Students will keep considering
the following questions:
Performance Standards
The learners shall be able to:
1. Everything on Earth has greatly
changed since millions of years
ago and is continuously changing.
1. Demonstrate ways to ensure 2. We should be aware of the
disaster
preparedness
during
vulnerabilities of the area where
earthquakes,
tsunamis,
and
we are situated, know the signs of
volcanic eruptions
an impending disaster, and heed
public warnings.
2. Suggest ways by which he/she
can contribute to government 3. Natural disasters are bound to
efforts in reducing damage due to
happen. We can only prepare
earthquakes,
tsunamis,
and
ourselves to lessen loses of life
volcanic eruptions
and properties. In times of these
disasters, our safety is our major
responsibility; we cannot depend
solely on others.
1. How was Earth then compared
to now?
2. How can we minimize the
damages brought about by
natural disasters?
3. Why is disaster preparedness
everyone’s responsibility?
4. How do we appreciate
abundance in a world with
limited resources?
4. Appreciation of the abundance of
resources requires recognition of
their limitations.
Acquisition
Knowledge
Skills
Students Will Know:
Students will be skilled at:
1. Internal Structure of the Earth
1. Describing the internal
structure of the Earth
2. Distribution of active volcanoes,
earthquake epicenters, and major
mountain ranges
3. Plate boundaries
2. Describing the distribution of
active volcanoes, earthquake
epicenters, and major mountain
belts
4. Processes and landforms along
plate boundaries
5. Mechanisms of plate movement
6. Pieces of evidences that support
plate movement
3. Describing the different types
of plate boundaries
4. Explaining the different
processes that occur along
plate boundaries
5. Describing the possible causes
of plate movements
6. Enumerating the lines of
evidence that support plate
movement
7. Explaining how volcanoes,
mountain ranges, and
earthquakes result from plate
interactions
8. Recognizing various uses of
water resources and their
associated problems
9. Enumerating solutions that
help reduce human impact on
aquatic environments
K to 12 COMPETENCIES
1. Explain the presence of active
volcanoes, earthquake
epicenters, and mountain
ranges along plate boundaries
S9ES –Ia-j36
STAGE II- EVIDENCE OF LEARNING
Assessment Evidence
Performance Task
Engaging Scenario:
In 2013, a total of 1,193 earthquakes with a magnitude ranging from 5-9.9 were recorded in the
world history. The quake in Bohol which occurred last October 15 ranked 2nd place in terms of death toll. Some
analysis states that one factor that contributes to the number of fatalities during natural calamities is the lack of
knowledge on disaster preparedness among Filipinos.
To address this concern, your school will be holding a one-day art festival to demonstrate
understanding of plate tectonics at the same time, ensure disaster preparedness during earthquakes, tsunamis and
volcanic eruptions.
Product: A visual presentation (photos essay, paintings, etc.) film depicting the impacts of geologic
events in a province or country of your choice.
RUBRIC:
DESCRIPTION
CRITERIA
4
(Excellent)
Concept
Displays a clear
picture of what
the students are
trying to achieve.
It is centered on a
concept that
shows highly
developed
awareness and
preparedness
during geological
events.
Content
Creativity
and
Delivery
TOTAL:
__/60
3
(Satisfactory)
SCORE
2
(Fair))
1
(Needs
Improvement)
Has a fairly clear
picture of what the
students are trying
to achieve. It is
closely related to
the concept and
shows highly
developed
awareness and
preparedness
during geological
events.
Has
brainstormed
their concept,
but no clear
focus has
emerged. Goals/
final product not
clearly defined.
Little effort has
been spent on
brainstorming and
refining a concept.
Unclear on the
goals and how the
project objective
will be met.
X5
The content
includes a clear
statement of
purpose or theme.
A rich variety of
supporting
information
contributes to the
understanding of
the project’s main
idea.
Information is
presented as a
connected theme
with accurate,
current supporting
information that
contributes to
understanding the
project’s main idea.
Content lacks a
central theme, clear
point of view and
logical sequence of
information. Much
of the supporting
information is
irrelevant to the
overall message.
X5
Creativity and
original content
enhance the
purpose of the
output in an
innovative way.
Audiences other
than the
presenter’s peers
would learn
something from
the output and
find it valuable.
Creative elements
are included. They
neither distract the
audience from the
content or purpose
nor enhance the
purpose of the
output.
The intended
audience can
understand the
output.
The content does
not present a
clearly stated
theme, is vague,
and some of the
supporting
information does
not seem to fit
the main idea or
appears as a
disconnected
series of scenes
with no unifying
main idea.
Creativity is
lacking and does
not enhance the
content and/or
the purpose of
the output.
Creative
elements may
distract the
audience from
the content or
purpose.
The output
reaches the
intended
audience, but is
not educational.
No creative
elements are
included; or the
types of elements
used are common
and inappropriate.
They distract the
audience from the
content and/or
purpose of the
output. The project
does not reach the
intended audience.
X5
UNIT PLANS
TABLE OF CONTENTS
QUARTER I- EARTH AND SPACE
Unit Plan 1
Plate Tectonics
QUARTER II- FORCE, MOTION, AND ENERGY
Unit Plan 2
Electromagnetic Spectrum, Light, Electricity and Magnetism
QUARTER III- LIVING THINGS AND THEIR ENVIRONMENT
Unit Plan 3
Structures and Functions of Reproductive, Endocrine, and Nervous
Systems, Heredity: Inheritance and Variation, Evolution, Population
Dynamics and Environmental Change
QUARTER IV- MATTER
Unit Plan 4
Gas Laws, Biomolecules, Chemical Reactions