Measuring Earthquake Activity Lesson Plan
7th /8th grade
STANDARDS
11.A.3e Use data manipulation tools and quantitative (e.g., mean, mode, simple equations) and representational methods (e.g., simulations, image processing) to analyze
measurements.
12.E.2b Describe and explain short-term and long-term interactions of the Earth’s
components (e.g., earthquakes, types of erosion).
13.B.2a Explain how technology is used in science for a variety of purposes (e.g.,
sample collection, storage and treatment; measurement; data collection, storage and
retrieval; communication of information).
New Science Standards
PS 4: Waves and their applications in technologies for information transfer
ESS 2: Earth’s systems
OBJECTIVES
Students will understand how a seismograph provides information about earthquakes.
Students will locate the epicenter of an earthquake using given data.
MATERIALS
seismograph
worksheets
compasses
rulers
ENGAGEMENT
The teacher may wish to design a K-W-L chart on the blackboard to activate prior
knowledge by using student responses to the following questions:
What are causes of earthquakes?
What is the cause of damage to structures?
What is an earthquake’s epicenter?
How do scientists learn about and measure earthquakes?
EXPLORATION
Review with PowerPoint slides that earthquakes are caused often by the release of
friction along faults and that earthquakes originate from a focus, above which, on the
crust is the epicenter.
Observe photos of earthquake damage.
Watch video of news footage of earthquake at school that had a seismograph in Virginia
Beach.
EXPLANATION
Explain that p-waves and s-waves are body waves, or that they move through the Earth,
while surface waves only move along the surface. Show video of p- and s-waves and
show a horizontal seismograph. Demonstrate a rudimentary seismograph. Ask for
volunteers to create an “earthquake” and record its activity.
Discuss more about how p- and s- waves can be used to find the distance to the epicenter
using the distance=rate x time formula because we know the rates and the time between
the s and p waves. Discuss how an epicenter can be located through triangulation, or
using the data of three different seismographs in different locations.
EXTENSION
Pass out and have students work individually or in pairs to locate the epicenter of an
earthquake on a worksheet.
EVALUATION
Observe students as they locate the epicenter on the worksheet. Assess understanding
based upon discussion of their results and how they found the answer.
Differentiated Instruction:
ELL: Provide advance organizer of lesson beforehand. Ask ESL teacher if she can help
you create a handout explaining vocabulary words to give to students. For activity, have
student work with more proficient English speaker who also speaks their native language
LD: Provide advance organizer of lesson beforehand. Pair student during activity with a
student who is often helpful.
Gifted Students: Provide alternate earthquake epicenter location activities for extra
credit.
References:
http://geology.csupomona.edu/drjessey/class/Gsc101/Earthquake.html
Locating an Epicenter
Name: _____________________
Teacher: Lynn Chueng
Date: ______________________
Title of Work: ______________
Skills
Criteria
Try Harder
Good
Points
Thumbs up
Super
Helping
The teacher observed the
students offering assistance to
each other.
Listening
None of
Some of Most of the All of the
the Time
the Time
None of
Some of Most of the All of the
The teacher observed students
working from each other's ideas.
Participating:
the Time
the Time
None of
the Time
Some of Most of the All of the
None of
the Time
Some of Most of the All of the
None of
the Time
Some of Most of the All of the
None of
the Time
Some of Most of the All of the
None of
the Time
Some of Most of the All of the
The teacher observed each
student contributing to the
project.
Accuracy:
The teacher observed the
students taking care to find
accurate results
Questioning:
The teacher observed the
students interacting, discussing,
and posing questions to all
members of the team.
Respecting:
The teacher observed the
students encouraging and
supporting the ideas and efforts
of others.
Safety:
The teacher observed the
students being careful with tools
and materials.
the Time
the Time
the Time
the Time
the Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
____
____
____
____
____
____
____
Total Points ____
Teacher Comments:
 Do not run with compasses
 Do not point compasses at yourself or others
 Put materials away where you found them when
you are finished.