School Panabo City National High Grade GRADE 10

School Level
Teacher MICHAEL-JEFF D. GAGABE Learning SCIENCE
Area
Date & Time OCTOBER 17, 2023, G10 – Quarter 1ST
DETAILED LESSON PLAN Silang, 8:30 – 9:30 QUARTER

I. OBJECTIVES
The learners demonstrate the relationship among the locations of volcanoes,
A. Content Standards
earthquake epicenters, and mountain ranges.
The learners should be able to
a. demonstrate ways to ensure disaster preparedness during earthquakes,
B. Performance
Standards
tsunamis, and volcanic eruptions.
b. suggest ways by which he/she can contribute to government efforts in
reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
Learning Competency:
Enumerate the lines of evidence that support plate movement (S9ES –Ia-j-36.6)

Subject Integration: Mathematics

C. Learning 1. Converts measurements from one unit to another in both Metric and English
Competencies/
systems (M7ME-IIb-1).
Objectives Write
the LC code for 2. solves problems involving conversion of units of measurement (M7ME-IIb-2).
each
Specific Objectives:
1. Locate the epicenter of an earthquake using the triangulation method.
2. Calculate the distance of the epicenter from the station (Km)
3. Determine the importance of locating the earthquake epicenter.
D.

II. CONTENT Locating Earthquake Epicenter

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
DepEd Grade 10 Science Teacher’s Guide
2. Learner’s Materials
pages
DepEd Grade 10 Science Learner’s Material
3. Textbook pages
4. Additional
Materials from the
Learning Resource
(LR) portal
https://www.youtube.com/watch?v=oBS7BKqHRhs
B. Other Learning
Resources
https://www.youtube.com/watch?v=FvTIbXc-eh0

IV. PROCEDURES
 School Panabo City National High Grade GRADE 10
School Level
Teacher MICHAEL-JEFF D. GAGABE Learning SCIENCE
Area
Date & Time OCTOBER 17, 2023, G10 – Quarter 1ST
DETAILED LESSON PLAN Silang, 8:30 – 9:30 QUARTER

The teacher will show the following pictures to elicit previous knowledge of students
about the topic.

ENGAGE
(15 minutes)

A. Reviewing
previous lesson or Guide Questions:
presenting the new
lesson
1. What can you say about the pictures?
2. Were you able to experience an earthquake?
3. What do you call the point on the earth where the earthquake starts?

Possible answer:
1. The pictures show the occurrence of an earthquake and its
impact/damage to the environment. It also shows the
instrument used to record earthquakes.
2. Yes
3. Focus
The teacher will introduce the lesson objectives.
B. Establishing a
purpose for the 1. Locate the epicenter of an earthquake using the triangulation method.
lesson 2. Calculate the distance of the epicenter from the station (Km)
3. Determine the importance of locating the earthquake epicenter.
The teacher will Let the students watch the video on locating epicenters using the
triangulation method and answer the following guide questions below.

https://www.youtube.com/watch?v=oBS7BKqHRhs

Guide Questions:
C. Presenting 1. What was the video all about?
examples/instance
s of the new lesson
2. How many seismic stations are needed to locate the epicenter of an earthquake?
3. What is the data needed to locate the epicenter of an earthquake?

Possible answer:
1. The video is all about locating the epicenter using the triangulation method.
2. It needs three data to locate the epicenter.
3. Time difference in the arrival time of P-waves and S-waves, distance of epicenter
from the station, distance on the map.
EXPLORE Let the students perform the activity Locating the earthquake epicenter by group and
(25 Minutes)
 School Panabo City National High Grade GRADE 10
School Level
Teacher MICHAEL-JEFF D. GAGABE Learning SCIENCE
Area
Date & Time OCTOBER 17, 2023, G10 – Quarter 1ST
DETAILED LESSON PLAN Silang, 8:30 – 9:30 QUARTER

prepare their output for presentation.

This activity is an integration of mathematics competencies:

1. Converts measurements from one unit to another in both Metric and English
systems (M7ME-IIb-1).
2. solves problems involving conversion of units of measurement (M7ME-IIb-2).

Activity Title: FIDER

“Finding the Epicenter”

Objective: Locate the epicenter of an earthquake using the triangulation method.

Procedure:
1. Study the data showing the difference in the arrival time of P-wave and S-
wave on three seismic recording stations.
2. Compute the distance of the epicenter from each of the stations using this
formula:

d= Td x 100 km
8 seconds

D. Discussing new Where: d = distance (km)

concepts and Td = time difference in the arrival time of P-wave and
practicing new S-wave (seconds)
skills #1 3. Choose one of the recording stations and measure the computed distance on
the map scale (the scale of the map in Figure 3 is 1.5 cm: 200 km). Set your
compass for that computed distance.
4. Center your compass on the station you have chosen. Draw a circle.
5. Repeat steps 3 and 4 for the rest of the stations. You should get three circles
that intersect or nearly intersect at a point. This intersection is the epicenter.

Recording Station Time difference in Distance of Distance on the

the arrival time of epicenter from the map (Km (1.5
P-wave and S- station (km) cm/200 km))
wave (seconds)
Batangas 21.4
Puerto Princesa 32
Davao 38.4

Questions:
1. Where is the epicenter of this hypothetical earthquake?
2. What difficulty will you encounter if you only have data from two recording
stations?

Possible answer:
 School Panabo City National High Grade GRADE 10
School Level
Teacher MICHAEL-JEFF D. GAGABE Learning SCIENCE
Area
Date & Time OCTOBER 17, 2023, G10 – Quarter 1ST
DETAILED LESSON PLAN Silang, 8:30 – 9:30 QUARTER

1. The epicenter is located at ILOILO

2. If you only have 2 data from recording stations, then you will only have two circles
with two intersections and you will have 2 possible locations of the epicenter.
E. Discussing new
concepts and
practicing new
skills #2
The teacher will give inputs on the misconceptions/ missed concepts of the students.

Key Concepts:
EXPLAIN  To locate the epicenter of an earthquake, you need at least 3 data (epicentral
(5 minutes) distances) from 3 seismic stations.
 Once you have epicentral distances, you can draw circles to represent each
F. Developing
mastery (leads to distance on a map.
Formative  The radius of each circle corresponds to the epicentral distance for each
Assessment 3) 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.
The teacher let the students watch the video “The Do’s and Don’ts in the Event of an
Earthquake” and answer the guide questions afterward.

EXTEND https://www.youtube.com/watch?v=ckiahJ7QQLM
(10 minutes)
Guide Questions:
G. Finding practical
applications of 1. What is the message of the video?
concepts and skills 2. Why is it important to be ready in the event of an earthquake?
in daily living
Possible answer:
1. it tells us the Do’s and Don’ts of an earthquake occurs.
2. It is important to be ready so that casualty, loss of lives, and injuries are minimized
The teacher will give a conclusion or summary of the lesson discussed.
1. The data on epicenters of earthquakes will help our authorities map out fault
H. Making lines that cause the earthquake.
generalizations 2. Knowing the epicenter of an earthquake will help our authorities determine
and abstractions the damage zone where the most death and destruction will occur.
about the lesson
3. Mapping out the epicenters of earthquakes will enable people to take the
necessary safety precautions and prepare for the effects of the quake.

The students will answer the question in a ½ crosswise paper.

EVALUATE
(5 minutes) Essay:
1. Why is it important to determine an earthquake epicenter's location?
I. Evaluating
learning
Rubrics in Essay Writing:
 School Panabo City National High Grade GRADE 10
School Level
Teacher MICHAEL-JEFF D. GAGABE Learning SCIENCE
Area
Date & Time OCTOBER 17, 2023, G10 – Quarter 1ST
DETAILED LESSON PLAN Silang, 8:30 – 9:30 QUARTER

Category 4 3 2 1
A. Neatness Written Written Written Response lacks
(content) response is response is response is any
readable, readable, neat readable. It comprehension
clean, neat and attractive. It has many of the essay
and may have one or erasures. question or
attractive. two erasures, appears to
It is free of but they are not address a
erasures distracting. different essay
and question.
crossed-out No essay
words. response
provided.
B. Quality Response Response Response lacks Response is
and Clarity of indicates indicates focus or unfocused,
Thought depth and simplistic or demonstrates illogical or
(content) complexity repetitive confused or incoherent.
of thought thoughts in conflicting No essay
in answering the thinking. response
answering essay question. provided.
the essay
question.
C. Response is Response is Response is Response is
Organization well organized and fairly disorganized and
& organized developed with organized and underdeveloped
Developmen and general developed, , providing little
t of Ideas developed supporting ideas presenting or no relevant
(writing) with provided generalizations support.
appropriat (reasons/genera without No essay
e support l examples). adequate response
to make support. provided.
meaning
clear (well-
chosen
examples).
J. Additional The teacher let students answer the following in preparation for the next activity.
 School Panabo City National High Grade GRADE 10
School Level
Teacher MICHAEL-JEFF D. GAGABE Learning SCIENCE
Area
Date & Time OCTOBER 17, 2023, G10 – Quarter 1ST
DETAILED LESSON PLAN Silang, 8:30 – 9:30 QUARTER

activities for
application or Why do you think epicenters are found on the places where they were located?
remediation What are land formations found on places or nearer to where epicenters are located?
V. REMARKS

VI. REFLECTION
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. of learners who continue to require remediation
E. Which of my teaching 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?

MICHAEL-JEFF D. GAGABE
Writer/s:
Master Teacher I

Evaluator/s: