7 E’s Lesson Plan Format

School San Isidro National High School Grade Level GRADE 10

Teacher SOPHIA DEELAN O. MUNAR Learning Area Earth Science
Teaching Date and Time May 12 – 9:30 am -10:30 am Quarter 1st Quarter

I. OBJECTIVES
A. Content Standards The Learners demonstrate an understanding of earthquakes epicenter.
The Learners shall be able to: Demonstrate ways to ensure disaster preparedness during
B. Performance Standards
earthquakes, tsunamis, and volcanic eruptions.
At the end of the lesson, students should be able:
1. Identify the locations of the epicenter of an earthquake.
C. Learning Competency
2. Describe how a region's geology can affect an earthquake's intensity.
3. Describe the distribution of an earthquake epicenter.
II. CONTENT Earth and Science – Distribution of Earthquake Epicenters

III. LEARNING RESOURCES

https://www.geology.arkansas.gov/docs/pdf/education/Locating_an_epicenter_activ
A. References
https://www.sciencedirect.com/topics/earth-and-planetary-sciences/earthquake-epicenter
1. Teacher’s Guide Pages Science Teacher’s Guide – Grade 10
2. Learner’s Materials Pages Science Learner’s Guide – Grade 10
3. Textbook Pages -
 Visual Aids
 Activity Sheets
4. Additional Materials from Learning  Philippine Map
Resource Portal
 hypothetical records of earthquake waves
 drawing compass and ruler
B. Other Learning Resources https://youtu.be/nnHzsX11ofI
 Opening prayer
C. Routinary Activities
 Interactive games and Activities
IV. PROCEDURE
Teacher’s Activity Student’s Activity
Elicit
GREETINGS

“Good morning Grade 10- Acacia”

“How’s everyone’s holiday?”

PRAYER

“Before we start our interactive lesson, please all rise for

the prayer lead by Ms. Jemenica.”

Classroom Management

“ Thank you, now please pick up first all the trash that you
can see around you and kindly put it in the trash cans.”
“And Ms. Class President, can you please check the
attendance, Thank you.”

Ask the students if they recall the lesson about seismic

waves, particularly the body waves (Primary and
Secondary Waves) last meeting.
Ask the following questions:
(The students will answer the
1. What is the difference between a body wave and a questions based on their own
surface wave? understanding or prior knowledge)
Expected Answer
- Body waves can travel through the Earth's inner
layers, but surface waves can only move along the
surface of the planet like ripples on water.

Engage Study these picture

The student will answer.

- The student will justify his/her
answer.
1. What do you think is depicted in picture A? What is the
cause of - The student will answer.
destruction?
2. Picture B is a graphical illustration of Picture A. From the - The student will explain his/her
labels, answer.
what is the source of this destruction?
3. How do seismic waves travel to the surface of the - The student will answer.
Earth?

4. Do you think the seismic waves pass through the entire

Earth? How?
(The students will listen carefully to
the teacher and do the activity)
PRE-LAB
The teacher will:
 Introduce to students the Activity “Find the
Center” on pages.
 8-10 of the Learners Module. The students will
use the
 triangulation method to locate a hypothetical
earthquake's epicenter.
 Ask students if they are familiar with using the
drawing.
 compass.
 Demonstrate how a drawing compass works.

Students will perform Activity I-B: FIND THE CENTER - The students will perform the
Explore
(Refer to the attached activity sheets) activity.

POST LAB

 Each group will select one member to discuss the

Guide. - The students will choose their
- (The teacher will group the students.) leader.

Questions of the Activity.

1. Where is the epicenter of this hypothetical earthquake?

Explain 2. Which province on the map is closest to the earthquake
epicenter?
How far in kilometers, is this province from the epicenter?
3. In which of the 3 provinces listed in the data table would
A seismograph detect the earthquakes first? last?
4. What happens to the difference in the arrival times - Each group will provide the
between P waves and S waves as the distance from the answers one member will
earthquake increases? discuss.
5. What difficulty will you encounter if you only have data
from two recording stations?

Elaborate *Give a lecture about the Distribution of Earthquakes - The students will take notes
for some points in the
discussions.
- The distribution of earthquake epicenters around the
world is not uniform and is primarily influenced by
tectonic plate boundaries. Earthquakes commonly
occur along the boundaries of these large plates,
where they interact with each other. Most
earthquakes occur along the circum-Pacific seismic
belt, also known as the Pacific Ring of Fire.

Location of the Epicenter

- The source of the earthquake is called the focus,

which is an exact location within Earth where
seismic waves are generated by a sudden release
of stored elastic energy. To locate the position of an
epicenter, we need a seismograph reading from at
least three-different seismograph stations and a
travel-time graph that shows the speed of both P-
and S- waves.

*Give a lecture on locating Earthquake Epicenter using

Triangulation Method.
 To locate the epicenter of an earthquake, you need
to determine the time interval between the arrival of
the P and S waves on the seismograms from at
least three different stations.
 The radius of each circle corresponds to the
epicentral distance for each seismic recording
station. Once you have drawn all three circles and
located the point where all three intersect, you will
have successfully located (triangulated the epicenter
of the earthquake.
 Locating earthquake epicenters will pinpoint which
fault lines are active. The less active fault lines store
a great amount of potential energy that could cause
major earthquakes once released.

Note: Learning through simulations improves

students' critical thinking abilities as well as their
understanding of the topics being covered.
Participation in the class is also encouraged by this
kind of activity.
Evaluate *To assess the learning of the students, the teacher
will give the evaluation quiz.

Select the letter of the correct answer.

1. You were asked to locate the epicenter of a recent - The students are expected to
earthquake. Which correct sequence of events should you accomplish the quiz.
follow?

i. Determine the difference in the arrival time of S and P

waves recorded from each of the seismological stations.
ii. Use the triangulation method to locate the center.
iii. Obtain data from three different seismological stations.
iv. Determine the distance of the epicenter from the station.

a.) i, iii, ii, iv b.) iii, i, iv, ii c.) iii, iv, i, ii d.) iv, ii, i, iii

2. From the seismogram, the distance to the epicenter can

be determined by measuring.

a.) the arrival time of the surface wave

b.) the difference in the arrival times of the P and S
waves.
c.) the ratio of the amplitude of the largest P and S
waves.
d.) the speed of the surface wave.

3. Locating the earthquake epicenter is important because

it will pinpoint

a.) fault line b.) focus c.) plate boundary d.) another
epicenter

ANSWERS: 1. B 2. D 3. B 4. B 5. A
*Before our lesson ends, please copy this in your
notebooks as this is your assignment.
1. How do you determine the distance from the
seismograph to the earthquake epicenter? - Students will copy this to their
Extend
2. How do you find the epicenter from three notebooks.
seismographs?
3. What role does the S-P interval play in locating an
earthquake epicenter?