Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XII
Division South Cotabato
Rizal 3 National High School

DETAILED LESSON PLAN (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration:
W1- D4 &W2-D1 Earth & Space 10 1st 60 minutes
 Describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts. Code:
LEARNING COMPETENCY
(S10ES-Ia-j-36.1.4)
Key Concepts/ Understanding to  Triangulation method is used to determine the epicenter of an earthquake. In order to locate the epicenter of an earthquake,
be Developed you need to determine the interval between the arrival of the P and S waves (the S-P interval) on the seismographs from at least
three different stations. You have to measure the interval to the closest second and then use a graph to covert the S-P interval to
the epicentral distance.
 Once you have epicentral distances, you can draw circles to represent each distance on a map. The radius of each circle
corresponds to the epicentral distance for each seismic recording station. Once you have drawn all the three circles and located
the point where all three intersect, you have successfully located (triangulated) the epicenter of the earthquake

Knowledge Infer distances of epicenter from the station.

Specific Learning Objectives Skills Locate the center of an earthquake using triangulation method
Attitudes Explain the importance of determining the epicenter of the earthquake.
Values Disaster Risk Management

2. CONTENT Plate Tectonics - Earthquake Epicenter

References Science 10 LM pages 8-10, Science 10 TG pages 7-9

3. LEARNING RESOURCES (ww2.kqed.org.)
Materials compass, map of the Philippines, hypothetical records of earthquake waves, ruler, pencil
4. PROCEDURES
 Review of related concepts
4.1 Introductory Activity
 Pre-Activity Instructions
  Preparation of materials needed for the activity
 Through collaborative grouping, the students perform Activity No. 1 titled “Find the Center” found on page 8-10 of Science 10
4.2 Activity
LM and answer the questions relative to the activity performed.
 Interaction on the following questions:
 Q1. Where is the epicenter of the hypothetical earthquake?
4.3 Analysis  Q2. What is the distance of the epicenter from the seismic station?
 Q3. What difficulty will you encounter if you only have data from two recording stations?
 Q4. What do you think is the importance of determining the epicenter of an earthquake?
Scientists use triangulation to find the epicenter of an earthquake. When seismic data is collected from at least three
different locations, it can be used to determine the epicenter by where it intersects. Every earthquake is recorded on numerous
seismographs located in different directions. Each seismograph records the times when the first (P waves) and second (S waves)
seismic waves arrive. From that information, scientists can determine how fast the waves are traveling. Knowing this helps them
4.4 Abstraction calculate the distance from the epicenter to each seismograph.

To determine the direction each wave traveled, scientists draw circles around the seismograph locations. The radius of
each circle equals the known distance to the epicenter. Where these three circles intersect is the epicenter. (ww2.kqed.org.)

4.5 Application  What information does an epicenter provide about an earthquake?

 Group Activity:
 Each group report to class the result of their activity and compare to the result of other group to check the correctness, validity
4.6 Assessment
and accuracy of the result.
 Each group share to class the generalization they formulated from the activity performed.
 Study Figure 5, 6 and 7: Map of the earthquake distribution page 11, Map of Active Volcanoes on page 12, and Mountain Ranges
4.7 Assignment
on page 13 on Science LM.

4.8 Concluding Activity

Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of classes suspension, etc.
5. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help
6. REFLECTIONS the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Indicate below whichever is/are appropriate.
A. No. of learners who earned 80% in the
evaluation.

B. No. of learners who require additional

activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. learners who continue to require
remediation.

E. Which of my learning strategies worked

well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I use/discover which I wish to share with
other teachers?

Prepared by:
Name of Teacher: RUBY LYN R. PAGULONG School: Rizal3Nhs
Position: Teacher 1 Division: South Cotabato

Checked by: LERMA C. ARON

Head Teacher I