Republic of the Philippines
Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
Pagsangahan Integrated School
Purok 1 Pagsangahan Basud, Camarines Norte
SCHOOL Pagsangahan Integrated GRADE LEVEL 10 –
School Resilient/Persistent
TEACHER Jullie Ann B. Acunin LEARNING AREA Science
TIME AND DATE 08-05- QUARTER/WEEK/DAY Q1/W2/D2
2024
I. OBJECTIVES:
CONTENT STANDARD
The learners demonstrate an understanding of the relationship among the location of
volcanoes, earthquake epicenters and mountain ranges.
PERFORMANCE STANDARD
The learners should be able to demonstrate ways to ensure disaster preparedness during
earthquakes, tsunamis and volcanic eruptions.
LEARNING COMPETENCIES
The learners should be able to describe the distribution of active volcanoes, earthquake
epicenters and major mountain belts. CODE: S10ES-Ia-j36.1
SPECIFIC OBJECTIVES
1. Locate the epicenter of an earthquake using the triangulation method.
2. Compute mathematically the distance of the epicenter of an earthquake.
3. Recognize the importance of determining the epicenter of an earthquake.
II. CONTENT:
TOPIC/TITLE: PLATE TECTONICS
Unit/ module: Unit 1, Module 1
Time allotment: 1 hour (60 minutes)
III – LEARNING RESOURCES/ REFERENCES:
Learner’s Materials: Pages 7-10
Teachers’ Guide: Pages 7-9
Other Learning Resources:
1. hypothetical records of earthquake waves
2. Philippine map
3. drawing compass and ruler
IV- PROCEDURE
ELICIT Let the students recall their learnings in Grade 8
about the different types of
seismic waves particularly the body waves Student:
(Primary and Secondary waves).
Body waves happens
Ask the following questions: inside earth while Surface
1. What is the difference of a body wave and a waves happens merely in
surface wave? crust.
Which type of wave travels in the Earth’s interior?
2. Compare the velocity of a P and S waves. Student: P waves is slower
3. What geologic activity is associated in the than S waves
motion of this P and S waves?
Student: Earthquake
ENGAGE Show pictures of the following:
Student:
Ask: Waves
1. What does the pictures show?
2. What are the medium of transmission for each wave Student:
motion? Sound
3. What do you think is the medium used to transmit
the wave in picture A? B? C? Student:
1. Liquid
B. Study this pictures.
2. Gas
3. Solid
1. What do you think is depicted in picture A? What is Student: Earthquake
the cause of destruction?
2. Picture B is a graphical illustration of Picture A. Student: Fault
From the labels, what is the source of
this destruction? Student: Movements of
3. How seismic waves travels to the surface of the
plates
Earth?
4. Do you think the seismic waves passes through the
entire Earth? How? Student: No, only in the
specific location
EXPLORE PRE-LAB
➢ Introduce to students the Activity “Find the Students:
Center” A “Think - Ink - Pair -
which will allow the students to use the Share” approach will be
triangulation method in used. The students will
locating the epicentre of a hypothetical write the answers in the
earthquake. guide questions in their
➢ Ask students if they are familiar in using the science notebook.
drawing compass and look for a
certain student who has knowledge of using it
through demonstration
Students will perform Activity I-B: FIND THE
CENTER
EXPLAIN POST LAB
➢ Each group will select one member to discuss
the Guide Questions of the Activity.
1. Where is the epicenter of this hypothetical
earthquake? Students will answer.
2. Which province on the map is closest to the (Answers may vary for
earthquake epicenter? How far in each group)
kilometers, is this province from epicenter?
3. In which of the 3 provinces listed in the data
table would seismograph detects the
earthquakes first? last?
4. What happens to the difference in the arrival
times between P waves and S waves as
the distance from earthquake increases?
5. What difficulty will you encounter if you only
have data from two recording stations?
ELABORATE In order 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 stores great amount of potential
energy that could cause major
earthquakes once released.
EVALUATE Student:
Select the letter of the correct answer.
1. You were asked to locate the epicenter of a ANSWERS: 1. B 2. D 3. B
recent earthquake. Which correct sequence 4. B 5. A
of events should you 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. You were provided with data showing the arrival
time of the P and S waves recorded
from three seismic stations. Which of these can
you possibly determine?
a.) the damage at the focus c.) the intensity of
the earthquake
b.) the distance to the earthquake d.) the
location of the epicenter
3. From the seismogram, the distance to the
epicenter can be determined by measuring
a.) the arrival time of 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.
4. What is the distance of the epicenter from a
certain recording station if the difference in
arrival time of P and S waves is 1 minute in 10
seconds?
a.) 850 km b.) 875 km c.) 900 km d.) 925 km
5. Locating earthquake epicenter is important
because it will pinpoint
a.) fault line b.) focus c.) plate boundary d.)
another epicenter
EXTEND Give the relationship of moving plates to
occurrences of
earthquakes.
Prepared By:
Jullie Ann B. Acunin
Republic of the Philippines
Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
Pagsangahan Integrated School
Purok 1 Pagsangahan Basud, Camarines Norte
SCHOOL Pagsangahan Integrated GRADE LEVEL 9 Purity/Reverent
School
TEACHER Jullie Ann B. Acunin LEARNING AREA Science
TIME AND DATE 08-06- QUARTER/WEEK/DAY Q1/W2/D2
2024
I. OBJECTIVES:
CONTENT STANDARD
The learners demonstrate an understanding of:
1. How the different structures of the circulatory and respiratory systems work together to
transport oxygen-rich blood and nutrients to the different parts of the body; and
2. The prevention, detection, and treatment of diseases affecting the circulatory and
respiratory systems.
PERFORMANCE STANDARD
The learners should be able to:
Conduct an information dissemination activity on effective ways of taking care of the
respiratory and circulatory systems based on data gathered from the school or local health
workers.
LEARNING COMPETENCIES
The learners should be able to explain how the respiratory and circulatory systems work
together to transport nutrients, gases, and other molecules to and from the different parts of
the body; S9LT-la-b-26
SPECIFIC OBJECTIVES
1. Explain how the lungs work.
2. Construct a lung model to describe how the diaphragm helps the air to go in and out of the
lungs.
3. Appreciate the collaborative functions of the lungs and diaphragm by citing important
instances where their functions are utilized.
II. CONTENT:
TOPIC/TITLE: Respiratory and Circulatory Systems Working with the other Organ Systems
Unit/ module: Unit 1, Module 1
Time allotment: 1 hour (60 minutes)
III – LEARNING RESOURCES/ REFERENCES:
Learner’s Materials: Pages 6-7
Teachers’ Guide: Pages 6-7
IV- PROCEDURE
ELICIT Allow the students to have a short breathing exercise (at least 5 counts).
Instruct
them to feel the breathing process by closing their eyes and putting their
hands on Student:
their chest.
Our lungs
Afterwards, students will be asked to:
1. Describe what they experienced in the activity; and
contract
2. Explain what could have caused the air to move in and out of the and
lungs? Expands
ENGAGE The teacher will introduce Activity 2. Bottled Balloons from LM Science
9.
Students will be divided into groups for the construction of the model.
Before the activity, the teacher will remind the students with the basic
safety
laboratory precautions particularly in handling sharp and pointed objects
like scissors
and straws to avoid accidents during the activity. The lid of the cut
plastic bottle
must likewise be handled with caution.
EXPLORE Activity Proper.
Bottled Balloons
The students will construct a lung model to be used in simulating
the breathing process. The model will also be used to understand
how the diaphragm and the lungs work together.
After constructing the model, members of the group will explore
how the lung model works by pulling and pushing the balloon at
the bottom of the plastic bottle. This will enable the students to
individually answer the guide questions 4-8 in their activity
notebooks.
EXPLAIN Presentation of outputs.
Each group will assign a presenter to demonstrate how the lung
model works. The
following concepts must be indicated in the presentation:
1. Explain what does each part of the model represent in the
human breathing
system.
2. Demonstrate and explain the function of the diaphragm in
inhalation and
exhalation.
3. Explain what causes the air to go in and out of the lungs.
Suggested Rubrics
ELABORATE The teacher will deepen students’ understanding on the movement of the air
in and out the lungs by giving emphasis in the effects of the movement of the
diaphragm to the volume and pressure of the air inside the lungs.
When the diaphragm muscle contracts or moves down, the volume of the air
inside increases making the chest cavity expands. (The teacher may ask the
students to inhale for a while to confirm the concept.) The increase in
the volume of the air inside makes the pressure lesser causing the air to rush
in. This process is called inhalation. (The teacher may use the model
to show how the lungs (2 small balloons) inflate.)
On the other hand, when the diaphragm muscle relaxes or moves back to its
original place, the volume of the inside becomes lesser causing the pressure to
increase. This allows the air to rush out through the process called exhalation.
(The teacher then may ask the students to exhale and or
to use the model to demonstrate how the lungs (2 small balloons) deflate.
How will you relate the functions of the lungs and diaphragm in singing?
What physical activities will you suggest to better improve the functions of
the two organs especially if one would like to enhance his/her singing ability.
EVALUATE The teacher will ask some students to use the lung model and
describe how
the lungs and diaphragm work together in inhalation and
exhalation
processes.
EXTEND A video animation may be presented to show the two organs work
hand in
hand to carry out the breathing process.
(https://www.youtube.com/watch?v=3oYFCQvC-0Q
Prepared By:
Jullie Ann B. Acunin
