ASSUMPTION ACADEMY OF MONKAYO, INC.

Poblacion, Monkayo Compostela Valley Province

Junior High School Department
S. Y 2020-2021

STUDENT LEARNING PLAN

Learning Plan: Science 10 Grade Level& Section: 10 Date:

Teacher: Jelamae P. Ayod Quarter: FIRST Week: 2

Topic:
I. ORIGIN AND STRUCTURE OF THE EARTH
1. Plate Tectonic
Distribution
 Earthquake Epicenters

Content Standard
The learners demonstrate understanding of the relationship among the locations
of volcanoes, earthquake epicenters, and mountain range

Performance Standard:
The learners shall be able to suggest ways by which he/she can contribute to
government efforts reducing damage due to earthquakes, tsunamis, and volcanic
eruptions.
Most Essential Learning Competencies:
The learnerdescribes and relates the distribution of active volcanoes, earthquake
epicenters, and major mountain belts to Plate Tectonic Theory. S10ES – Ia-j-36.1

Specific Objectives:
At the end of the lesson, the learner will be able to:
1. explain what is an Earthquake;
2. locate the epicenter of an Earthquake using the triangulation method;
3. describe and relate the distribution earthquake epicenters;
4. utilize ways of how you can secure your family before, during, and after an
earthquake.
Day 1
Objective:Explain what is Earthquake

I-Preliminaries
Prayers
Greeting
 Checking of Attendance
Vocabulary:
 Crust the outer portion of the earth.
 Continental Crust the thick part of the Earth’s crust, not located under the
ocean.
 Oceanic Crust the thin part of the Earth’s crust located under the oceans.
 Earthquake vibration of Earth due to the rapid release of energy Fault a
break in a rock along which movement has occurred.
 Fracture any break in a rock in which no significant movement has taken
place Geology the science that studies.
 Magma a mass of molten rock formed at depth, including dissolved gases
and crystals.
 Plates rigid sections of the lithosphere that move as a unit.
 Plate tectonics a theory that suggests that Earth’s crust is made up of plates
that interact in various ways, thus producing earthquakes, mountains,
volcanoes, and other geologic features.

Motivation
Watch a video about San Andreas Fault through this
link:https://www.youtube.com/watch?v=ZxPTLmg0ZCw, afterward, answer the question
below:
Guide questions:
1. What did you observe from the video?
2. What is San Andreas Faults?
3. What happened in San Andreas Fault?
Activating Prior Knowledge
1. What is a Volcano?
2. How volcano has been distributed?
3. What is a volcanic hazard?
4. What are the things you will do before, during, and after the volcanic eruption?
II- Lesson Development
Procedure
Activity
Activity 1- Graphic Organizer
Directions: Create a graphic organizer about an Earthquake (Note: You can look on
the internet for choosing the design)

Transition Statement
 The earthquake is caused by a sudden slip on a fault. The tectonic plates are
always slowly moving, but they get stuck at their edges due to friction. When the stress
on the edge overcomes the friction, there is an earthquake that releases energy in
waves that travel through the earth's crust and cause the shaking that we feel.

Synthesis/ Closure

Earthquakes are usually caused when rock underground suddenly breaks along
a fault. This sudden release of energy causes the seismic waves that make the ground
shake. When two blocks of rock or two plates are rubbing against each other, they stick
a little. They don't just slide smoothly; the rocks catch on each other. The rocks are still
pushing against each other, but not moving. After a while, the rocks break because of
all the pressure that's built up. When the rocks break, the earthquake occurs.

Day 2
Objective
 locate the epicenter of an Earthquake using the triangulation method.

Simple Recall Missing

 What is Earthquake?
Activity
Activity 2- Find the Center
(Activity sheets)

Transition statement

Triangulation constitutes a rigorous scientific approach to compensate for

weaknesses in the study methodology by application of different approaches for
measuring the same characteristic. This should, however, not be confused with a
multimethod approach applied solely for getting a multitude of measures in order to
achieve richer information on different characteristics of the object of investigation.

What is Triangulation Method?

Synthesis and Closure
Triangulation method is useful for all the scientists who are task to study the
Earthquake. This method will help them to determine the location of an earthquake.
The distance of the earthquake must be determined from at least three seismic
recording stations. Circles with the appropriate radius are then drawn around each
station. The intersection of three circles uniquely identifies the earthquake epicenter.
Day 3
Objective
 describe and relate the distribution earthquake epicenters.

Simple Recall

 What is the Triangulation method?

Activity

Activity 3-Essay
Direction: Study the distribution of Earthquakes in the world and answer the following
questions below.

1. How the Earthquake distributed on the map?

2. Where are they located?
3. Where are there no Earthquakes?
4. Why is it important for us to identify areas which are prone to earthquakes?

Transition statement
The earthquakes are almost occurred in very narrow bands along oceanic ridges
and transform faults, along continental transcurrent faults, or in broader zones below
and behind island arcs. The depth distribution of earthquakes is also very limited.
Almost all seismic energy is released in the crust. Intermediate and deep-focus
earthquakes occur almost without exception in narrow planar zones which dip at angles
of about 45° below island arcs. Apart from minor seismicity associated with volcanic
activity, seismic activity decreases to a very low level at quite shallow depths in all other
regions
Broadening Concept
The distribution of Earthquake map will help the community to lessen the impact
of an Earthquake by avoiding to build a big infrastructure along the faults. We all know
that Earthquake can kill life, just recently we back 2019 in December our community
experience a series of Earthquake giving good education to the people will help them to
take good care of themselves and prevent themselves in terms of this calamity.

Synthesis and Closure

Earthquake is the shaking and vibration of the Earth's crust due to the movement
of the Earth's plates (plate tectonics). Most earthquakes will happen along with any type
of plate boundary. Big earthquakes usually only occur at these plate boundaries. There
is an "earthquake belt" around the world where plate activity gives rise to earthquakes.

Earthquakes occur when tension/energy is released from inside the crust. Plates do not
always move smoothly alongside each other and sometimes get stuck. When this
happens, pressure builds up. When this pressure is eventually released, an earthquake
tends to occur.

Day 4
Objective:
 utilize ways of how you can secure your family before, during, and after an
earthquake.

III- Integration

Core Values/School Formation Standards

Service:the student learned the different geologic phenomena and how they will
protect themselves in terms of calamities. With their knowledge, they will act as a
helping hand for the others.

Guide Question
How are you going to save your family in terms of calamities?
Learning across Discipline

Along with the lesson, the students will learn not only the discipline of science but
also the discipline of history (due to the people and dates involved in) and also the
discipline of ICT for creating a video.

Guide question

Why is it important for us to learn our history?

Biblical Passage/Social Issue

 Who made heaven and Earth, The Sea and all that is in them; who keeps
faith forever;
Psalm 146:6
Performance Check

You are a writer and you are asked to participate in school writing competitions.
The theme of your output is disaster risk management in order to come up with a great
idea, you are asked to look for the different videos aboutearthquakesand narrate
everything you have seen from the videos. Write it in essay form and you are graded
according to the rubrics below.

G- to enhance their knowledge in geologic hazard

R - Writer
A - Teacher and Classmates
S - asked to look for a different video about a volcanic hazard and narrate everything
you have seen from the video.
P – essay output
S –your essay will be evaluated according to the Ideas, organization, sentence fluency,
and conventions.

5/ 4 / Very 3 / Average 2 / Needs 1/

Excellent Good Improvemen Unacceptab
t le
Ideas This paper This paper The writer is The topic is As yet, the
is clear and is mostly beginning to not well- paper has
focused. It focused define the defined no clear
holds the and has topic, even and/or there sense of
reader's some though are too many purpose or
attention. good development topics. central
Relevant details and is still basic theme. To
details and quotes. or general. extract
quotes meaning
enrich the from the
central text, the
theme. reader must
make
inferences
based on
sketchy or
missing
details.
Organizati The Paper The Sentences The writing
on organization (and organizationa within lacks a clear
enhances paragraph l structure is paragraphs sense of
and s) are strong make sense, direction.
showcases mostly enough to but the order Ideas,
 the central organized, move the of details, or
idea or in order, reader paragraphs events seem
theme. The and through the does not. strung
order, makes text without together
structure of sense to too much loosely or
information the reader. confusion. randomly;
is there is no
compelling identifiable
and moves internal
the reader structure.
through the
text.
Sentence The writing The writing The text The text The reader
Fluency has an easy mostly hums along seems has to
flow, flows and with a steady choppy and practice
rhythm, and usually beat but is not easy to quite a bit in
cadence. invites oral tends to be read orally. order to give
Sentences reading. more this paper a
are well businesslike fair
built, with a than musical, interpretive
strong and more reading.
varied mechanical
structure than fluid.
that invites
expressive
oral
reading.
Conventio The writer The write The writer The writer Errors in
ns demonstrat understan shows seems to spelling,
es a good ds good reasonable have made punctuation,
grasp of writing control over a little effort to capitalization
standard convention limited range use , usage, and
writing s and of standard conventions: grammar
conventions usually writing spelling, and/or
(e.g., uses them conventions. punctuation, paragraphin
spelling, correctly. Conventions capitalization, g repeatedly
punctuation, Paper is are usage, distract the
capitalizatio easily read sometimes grammar, reader and
n, grammar, and errors handled well and/or make the
usage, are rare; and enhance paragraphing text difficult
paragraphin minor readability; at have multiple to read.
g) and uses touch-ups other times, errors.
conventions would get errors are
effectively this piece distracting
to enhance ready to and impair
readability. publish. readability.
Presentati The form The format The writer's The writer's The reader
on and only has a message is message is receives a
presentation few understandab only garbled
of the text mistakes le in this understandab message
enhance the and is format. le due to
ability of the generally occasionally, problems
reader to easy to and paper is relating to
understand read and messily the
and connect pleasing to written. presentation
with the the eye. of the text
message. It and is not
 is pleasing typed.
to the eye.

Reference:
Distribution of earthquake
https://www.nature.com/articles/221165a0
https://www.bbc.co.uk/bitesize/guides/zg9h2nb/revision/1
Earthquake
http://www.geo.mtu.edu/UPSeis/why.html
Triangulation method
http://www.columbia.edu/~vjd1/earthquakes.htm

JELAMAE P. AYOD.LPT.
Subject Teacher

Checked by:

CIRILO V. GOLPERE JR., LPT Date:

Academic Coordinator

Approved by:

REV. FR. RICHELL P. FUENTES, DM

School Principal/ Director

Remarks:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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 ASSUMPTION ACADEMY OF MONKAYO, INC.

Poblacion, Monkayo, Compostela Valley Province

Activity 2
Find the Center

Objective:

Locate the epicenter of an Earthquake using the triangulation method.

Materials

-Hypothetical records of Earthquake waves

-Philippine Map

-Drawing compass and ruler

Procedure

1. Study the data Showing the difference in the arrival time of P-wave and S-Wave on three
seismic recording stations’

Recording Station Time Difference in the Distance of epicenter from

arrival time of P-wave and the station (km)
 S-wave (seconds)
Batangas 44.8
Puerto Princesa 32
Davao 38.4
2. Compute the distance of the epicenter from each of the stations using this formula:

Td
D= x100km
8 seconds

Where: d= time difference in the arrival time of P-waves and S-waves

Td= time difference in the arrival time of P-waves and S-wave (seconds)
3. Choose one of the recording station and measure the computed distance on the map
scale.
4. Center your compass on the station you have chosen.
5. Repeat steps 3 and 4 for the rest of the station. You should get three circles that
intersect or nearly intersect at a point. This intersection is the epicenter.