DEPARTMENT OF EDUCATION

10 Mandaue City Division

Plaridel St., Reclamation Area, Mandaue City

Science 10
First Grading - Module 1 Week 2
PLATE TECTONICS: Distribution of
Earthquake Epicenter

SELF – LEARNING KIT

Content Standard: The relationship among the locations of volcanoes,
earthquake epicentres, and mountain ranges.

Learning Competency: Describe and relate the distribution of active

volcanoes, earthquake epicentres, and major mountain belts to Plate
Tectonics. (S10ES –Ia-j-36.2)

INTRODUCTION

An earthquake is a weak to violent shaking of the ground

produced by the sudden movements of rock materials below the
earth’s surface. It originates in a tectonic plate boundary. The point
inside the earth where the earthquake started is called the focus.
The focus is sometimes called hypocentre, and the point on the
surface of the earth directly above the focus is called epicentre.
(phivolcs.dost.gov.ph)
The world’s greatest earthquake belt, the circum -Pacific
seismic belt, is found along the rim of the Pacific Ocean, where
about 81% of our planet’s largest earthquake occurs. It has earned
the nickname “Ring of Fire”.
Why do a lot of earthquakes originate from this region?
This self- learning kit will guide you as you explore the world of
geologic processes such as seismicity and volcanism.
At the end of this self-learning kit you are expected to answer these
questions:
A. How are earthquakes distributed around the world?
B. What are the impacts of earthquakes on the society?
A lot of beliefs about earthquakes came out; some of these have
scientific bases while others are just fallacies.

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 PRE-TEST

A. Fact or Fallacy
Read and analyze each statement carefully. Then, on your answer sheet
write the word FACT if the statement is true and has scientific basis and
FALLACY if the statement has no scientific basis at all.

1. Dogs and other animals can “sense” when earthquake is going to strike.
2. Big earthquakes usually occur in the morning.
3. Earthquake usually occurs on the edges of large sections of the Earth’s
crust called tectonic plates.
4. Shock waves from an earthquake that travel through the ground are
called seismic waves.
5. Movement of tectonic plates has formed large mountain ranges like the
Himalayan and the Andes.

B. Multiple Choice: Write the letter and words of your chosen answer.

1. What instrument is used to study earthquakes?

A. seismograph C. anemometer
B. barograph D. radiosonde
2. What is the immediate energy source of an earthquake?
A. stored elastic energy in bent rock
B. stored elastic energy in compressed rocks
C. stored heat energy from the earth’s interior
D. stored heat energy from the sun
3. How do rock particles move during the passage of a P-wave through the
rock?
A. back and forth parallel to the direction of wave travel
B. perpendicular to the direction of wave travel
C. in a rolling elliptical motion
D. in a rolling circular motion

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4. Which of the following statements is false?
A. Most earthquakes occur at plate boundaries
B. The time and location of most major earthquakes can be predicted several
days in advance
C. Earthquake can be caused by normal, reverse, and strike-slip faulting
D. P-waves travel faster than both S waves and Surface waves.
5. Which waves radiate out FIRST from the epicentre of an earthquake?
A. S-waves
B. P-waves
C. tsunamis
D. radio waves

Lesson Proper:

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 Activity 1 Let’s Compare…

OBJECTIVE

a. Compare the map of Plate Boundaries and the map of Earthquake

distribution.
MATERIALS

Map of plate boundaries

Map of earthquake distribution

PROCEDURE

Study the maps below and answer the questions that follow:

Figure 1- Map of Plate Boundaries

Figure 1 – Map of Plate Boundaries

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 Figure 2 – Map of Earthquake Distribution

QUESTIONS

Refer to Figure 1
1. What are the major plates in Figure 1-Map of Plate Boundaries?
2. What does the crooked line surrounding each plate indicate?
3. Which part of the Plate Boundary Map will earthquake most likely to
occur?
4. In what plate does our country belong?

Refer to Figure 2
1. What do the dots represent?
2. Where can we find the earthquake epicentres?
3. What is the difference between the two maps?

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 DISCUSSION

Activity 2 Let’s Mark the Boundaries

OBJECTIVE

Describe the distribution of earthquake epicentres along the plate

boundaries.

MATERIALS

Map of earthquake distribution

1 plastic sheet used for book cover, same size as a book page
Marking pens

PROCEDURE

1. Study Figure 2 again showing the earthquake distribution around the

world. Trace the approximate locations of several earthquake “clusters”
using a marking pen on one of the plastic sheets. Use Figure 2 in tracing the
earthquake epicentres.

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 QUESTIONS
1. How are earthquakes distributed on the map?
2. Where are they located?
3. Which places do not experience earthquakes?
4. Why do you think it is important for us to identify areas which are prone
to earthquakes?

DISCUSSION

The world’s earthquakes are not randomly distributed over

the Earth’s surface. They tend to be concentrated in narrow zones.
Some are located near the edges of continents; some are in mid-
continents, while others are in oceans. But not ALL edges of
continents, mid-continents, or oceans can be places where
earthquake might occur.
Some places with no earthquakes are large part of the
Pacific Ocean, northernmost Asia, and majority of Europe, eastern
portion of North and South America and western Africa.
It is important to identify areas which are prone to
earthquakes so that necessary precautions could be done if ever
you’re living in one of those places.

Activity 3 Who’s Fault?

OBJECTIVES

a. Identify the active fault lines in the Philippines.

b. Describe the relationship of fault lines to the occurrence of earthquakes.

MATERIALS

Map of fault lines in the Philippines

Paper and pen

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PROCEDURE

1. Study the map and answer the questions that follow :

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 QUESTIONS

1. What is a fault?
2. What are the most active fault lines in the Philippines?
3. What is the biggest fault line in the Philippines?
4. What fault line is nearest to Cebu?
5. Why is the Philippines host to many active faults?

DISCUSSION

The Philippine Fault System is a major inter-related system of

geological faults throughout the whole of the Philippine archipelago.
It is primarily caused by tectonic forces compressing the Philippines
into what geophysicists call the Philippine Mobile Plate.
There are five active fault lines in the country namely the
Western Philippine Fault, the Eastern Philippine Fault and the
South of Mindanao Fault, Central Philippine Fault, and Marikina
Valley Fault System.
According to PHIVOLCS, Marikina Valley Fault Line is the
most geologically active fault line in the Philippines.
As mentioned earlier, the Philippines lies on the Pacific Ring
of Fire, home of several tectonic plate boundaries. There are three
tectonic plates encircling the country: Philippine plate in the East,
the Eurasian plate in the West, and the Endo-Australian plate in
the South.

Generalization:
Plates are large pieces of the upper few hundred kilometres
of Earth that move as a single unit as it floats above the mantle.
The plates are in constant motion. As they interact along
their margins, important geological processes take place and one
of that is the occurrence of earthquake.
Earthquakes are concentrated near plate boundaries; when
a plate is a populated area, the earthquake is more likely a
damaging one.

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 APPLICATION

What are the effects of earthquakes on society?

POST TEST

1. The seismic waves that travel along the Earth’s surface and produce the
most severe ground movements are called .
A. fault line
B. rift- valley
C. liquefaction
D. surface waves
2. Deformation is best defined as .
A. an earthquake’s violent shaking that turns loose mud into liquid mud.
B. an instrument that measures ground movement.
C. shaking and trembling that results from movement of rock beneath
Earth’s surface.
D. any change in the volume or shape of the Earth’s surface.
3. Geologists cannot yet predict earthquakes because .
A. they need to know where all past earthquakes occurred
B. there are too many faults to monitor
C. they have too much data
D. they can’t be sure when and where stress will be released along a fault
4. Which of the following is NOT included in the preparation of an
earthquake?
A. Secure furniture that may topple over easily, such as drawers and
bookshelves, with braces.
B. Prepare an emergency backpack (with such items as first-aid equipment,
daily sundries, and valuables).
C. Participate actively in disaster prevention drills conducted in your local
community.
D. Plant more trees to prevent natural disasters in your community.
5. When an earthquake strikes, you should:
A. Run outside to avoid falling building debris
B. Take cover under a heavy piece of furniture
C. Lean against an inside wall or stand under an inside doorway

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 D. Take cover under something heavy, like a sturdy desk or chair, or you
can use an inside wall or doorway. Just make sure to keep away from
mirrors or windows which could
ADDITIONAL ACTIVITY

List down some precautionary measures BEFORE, DURING, and AFTER an

Earthquake.

References
Science 10-Learner’s Material
Science 10-Teacher’s Guide
phivolcs.dost.gov.ph
ocean explorer.noaa.gov/edu/learning
Edexcel/GCSE
Google.com/search.safe
He.kendall.hunt.com/sites

I would like to extend my sincerest gratitude to my family and friends

for their encouragement and overwhelming support from the start
until the end.

To my evaluator, Mr. Gayfred Comiros, for his time and effort extended
to improve the self- learning kit.

To our Education Program Supervisor in Science, Dr. Rufino T.

Tudlasan for his encouragement and guidance.

Most of all, to our Almighty God, for giving His endless blessings,
wisdom, and strength to make this self -learning kit possible.

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This self -learning kit will help you explore and understand the
natural processes and events around us. It will enhance your
understanding about the occurrence of earthquakes, volcanoes,
and mountain ranges around the world.

This kit is divided into different components and you are

encouraged to read and understand each component carefully.

First is the introduction that lays out what will be covered in the
entire lesson. Then, you will answer the pretest to evaluate your
prior knowledge about the topic. A series of activities will follow
which allow you to use and maximize your skills and apply
critical thinking in answering the questions after each activity.
Key concepts are provided after each activity to clarify your
doubts and confusion. After all the activities, summarized key
concepts are given to deepen your understanding about the
topic. Lastly, you will answer a post evaluation to assess your
understanding about the entire lesson.

The writer, Fatima R. Juban, is presently a Junior High School

Science teacher of Canduman National High School. She
graduated Bachelor of Secondary Education Major in General
Science of Cebu Normal University.

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 DIVISION OF MANDAUE CITY

NIMFA D. BONGO Ed.D, CESO

Schools Division Superintendent

ESTELA B. SUSVILLA, Ph.D, CESE

Assistant Schools Division Superintendent

ISMAELITA DESABILLE Ed.D

Education Program Supervisor - LRMDS

RUFINO T. TUDLASAN, Ed.D

Education Program Supervisor – Science

GAYFRED COMIROS

Evaluator

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