NTEQ LESSON PLAN – LEMOINE EARTH SCIENCE
1. Lesson Title: HOW CAN WE FIND THE EPICENTER OF AN EARTHQUAKE?
SUBJECT AREA(S): EARTH/ENVIRONMENTAL SCIENCE GRADE LEVEL: 9-12
LESSON SUMMARY
Briefly describe the purpose of the lesson and the student activities.
Students will use computers, interactive simulations, and worksheets (as appropriate) to
determine the location of the epicenter of a typical earthquake.
LEARNING OBJECTIVES
By the end of this lesson, the students will:
 Have a strong understanding of S-waves, P-waves, Moment Magnitude, the Mercalli
Scale, and the Richter Scale.
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Utilize Internet and printed resources to explain why earthquakes occur in certain areas
more than others, and how the epicenter can be pinpointed.

Produce a video presentation that includes information of how an earthquake occurs, and
how to find the epicenter.
STANDARDS
National:
ELA/Literacy

RST.11-12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS2-2)

RST.11-12.2 - Determine the central ideas or conclusions of a text; summarize complex concepts,
processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (HSESS2-2)
Mathematics

HSN-Q.A.1 - Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin in
graphs and data displays. (HS-ESS2-2)

HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities. (HS-ESS2-2)

MP.2 - Reason abstractly and quantitatively.
(HS-ESS2-2)
North Carolina:
EEn.2.1.1 Describe the anatomy of an earthquake. Locate earthquakes – epicenter and focal point –
and relate to different types of plate boundaries. Explain how the release of energy of various types
of earthquakes relates to magnitude, and P and S waves.
MATERIALS
Computer
Paper/Poster Board
Cell phone/Video recorder
Internet Access
Printer
Textbook
Color Pens
SPECIFY PROBLEM
Today, we are going to investigate earthquakes and we are going to try to determine where the
epicenters of earthquakes are based upon data given to us.
RESULTS PRESENTATION
Students will present a Power point presentation to the class. The presentation will consist of an
introductory slide, 8-10 informative slides, a concluding slide, and a slide for references.
Included in these slides will be a clarification of the differences between S and P waves, and the
differences between Moment Magnitude, the Mercalli and Richter scales. A minimum of
THREE scholarly references must be included.
LESSON INTRODUCTION –
Students should already be familiar with earthquakes and have a basic understanding of the terms associated with
the topic. This lesson will demonstrate a greater depth of their understanding and will provide information of the
scales used to measure earthquakes and the ways in which we can determine the exact location of where earthquakes
begin and do the most damage.
COMPUTER ACTIVITIES
GROUP 1: ADVANCED LEARNERS
BEFORE GOING TO COMPUTER
1. Read pages 218-228 in the Prentice Hall Earth Science textbook
2. Answer the questions on page 228 (1-7).
AT THE COMPUTER
1. Go to
http://www.sciencecourseware.com/virtualearthquake/vquakeexecute.html
2. Run simulations for each of the four regions listed. Each region will offer
three choices. Use time spans of 30 seconds, 120 seconds, and 300
seconds for each of the three choices.
3. Print each graph that the simulations create.
AFTER THE COMPUTER
1. Organize information and prepare a video presentation. This can include
parts of videos downloaded from the internet (with proper credit given), but
you also must narrate the video or be in the video as the speaker.
2. Put your printed graphs onto a poster board presentation to go along
with your video. Make sure that you have your graphs clearly labeled and
that you can explain what each graph means (including differentiation of P
and S waves).
3. Check your presentation for accuracy.
4. Present your presentation
GROUP 2: STANDARD LEARNERS
BEFORE GOING TO COMPUTER
1. Read pages 218-228 in the Prentice Hall Earth Science textbook
2. Answer the questions on page 228 (1-7).
AT THE COMPUTER
1. Go to https://nees.org/resources/4026
2. Follow the instructions and take measurements according to the site’s
directions.
3. Use Excel or a comparable graphing program to graph the walk and run
times (use the graphic shown as an example).
4. Print these graphs.
AFTER THE COMPUTER
1. Organize information and prepare a video presentation. This can include
parts of videos downloaded from the internet (with proper credit given), but
you also must narrate the video or be in the video as the speaker.
2. Put your printed graphs onto a poster board presentation to go along
with your video. Make sure that you have your graphs clearly labeled and
that you can explain what each graph means (including differentiation of P
and S waves).
3. Check your presentation for accuracy.
4. Present your presentation
GROUP 3: CHALLENGED LEARNERS
BEFORE GOING TO COMPUTER
1. Read pages 218-228 in the Prentice Hall Earth Science textbook
2. Answer the questions on page 228 (1-7).
AT THE COMPUTER
1. Go to
http://www.geo.utep.edu/pub/bkonter/education/Lecture3_Activity_Triangul
ation.pdf
2. Answer the questions on the site.
3. Go to
http://www.shakeout.org/downloads/ShakeOut_ES5_MercalliScale.pdf
4. Print pages 3-10.
AFTER THE COMPUTER
1. With your group, do the Mercalli Scale exercise that you just printed.
Make sure that you carefully mark the map with the Mercalli rating in the
correct location. When the map is completed, calculate the epicenter based
upon the damage reports.
2. Organize information and prepare a video presentation. This can include
parts of videos downloaded from the internet (with proper credit given), but
you also must narrate the video or be in the video as the speaker.
3. Put your Mercalli Scale map and scale onto a poster board.
4. Use this poster board in your presentation, along with your video.
5. Check your presentation for accuracy.
6. Present your presentation.
INSTRUCTIONAL STRATEGIES FOR DIVERSE LEARNERS:
Peers should work with each other and utilize strengths. Everyone should play a
significant part in this work. Each group has been given lessons that are
appropriate for their skill level. For Group 1, the work is substantially more
difficult and will require more critical thinking. They will need to be able to use
stronger math and cognitive skills to complete this assignment. For Group 2, the
work is considerable, but the math and graphing is at a standard level. The
assignment should still be interesting, and will require teamwork and good
cognitive thinking skills. For Group 3, the presentation is at a lower level. The
computer map work gives them a good sense of how the waves work and how to
locate the epicenter. The Mercalli scale map exercise is logical in the approach, but
does not require strong math or graphing skills.
CULMINATING ACTIVITY: Students will make presentations to the class. Other
students should pay attention and take notes accordingly.
ASSESSMENT
The video/lecture presentation will be worth up to100 points. Videos that are
incorrect or incomplete will receive less. The video should explain how an
earthquake occurs, and how to find the epicenter. Your video should include
clarification of the differences between S and P waves, and the differences between
Moment Magnitude, the Mercalli and Richter scales. The video will be 70% of the
grade, and the lecture presentation will be 30% of the grade. You will be graded
on how well you know the material and how your presentation matches the data
contained in your video.
An Overview of the Lesson Using the TIPS MODEL.
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Will a technology-based method offer relative advantage? In each of the three
learning scenarios, the students were able to use technology to their advantage.
Depending on their skill level, the technology got progressively more challenging. In
each case, having technology to demonstrate actual earthquake scenarios is a significant
advantage over a lecture or video.
What is my technological pedagogical content knowledge (Tech-PACK)? In this
case, my content knowledge is extensive. As far as technology goes, I have reasonable
knowledge of how the technologies involved in locating the epicenter of an earthquake
work. Having taught this topic on a number of occasions, and having done extensive
college level research on the topic, I feel that my content knowledge is outstanding. As
far as pedagogical knowledge is concerned, this is the first time that I am trying this
lesson, so it is an assumption that this approach will work. If for some reason, one or
more of the differentiated lessons fails, I will make the adjustment to increase/decrease
the difficulty level and/or change the lesson to a more suitable one.
How will I know students have learned? I am asking my students to give extensive
presentations and to discuss their findings. In each case, their presentations should clearly
demonstrate their knowledge of the topic.
What teaching strategies and activities will work best? I changed my lessons based
upon my beliefs. I challenged the most dedicated students with work that was at their
level, and possibly slightly above it. With my standard learners, I chose to give them
challenging work, but not so difficult that they would become frustrated. With my
challenged learners, I gave them some basic concepts that I felt would be easily grasped.
I followed this up with a learning activity that would allow them to put these new ideas
into motion. I’ve found that over time, slower learners need repetition to get concepts to
sink in.
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Are essential conditions in place to support technology integration? This lesson will
require the use of multiple computers. It will require me to track down between six and
ten working laptops that have internet access. While this may not sound difficult, it will
be a bit of a challenge for my school. But, I will find a way to make it happen and the
lesson will go on.

What worked well? What could be improved? Teachers I will review the final results
and compare them to expected outcomes. In each case, I will be able to determine if there
are parts that didn’t work, or if there are areas that could work better. This could include
changes to the level of difficulty, or to a particular piece of the lesson. I will speak with
students of each group to get their opinions. I will also carefully observe to make sure
that all students are staying engaged.
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Revisions This lesson will be revised based upon the information from the previous
paragraph. I will also ask the students to submit ideas for revision based upon their own
experiences.