STRUCTURED LEARNING EPISODE Tuesday, October 27, 2009 EARTHQUAKE STRUCTURED LEARNING EPISODE SCIENCE AND HEALTH VI with

ICT INTEGRATION I. OBJECTIVE: Differentiate intensity from the magnitude of an earthquake. Values Integration: Calmness II. CONTENT: Differentiating intensity from the magnitude of an earthquake PELC VI, 3.1.1 Into the Future: Science and Health VI TX, pp. 210-216 Into the Future: Science and Health VI TM, pp. 131-132 Exploring Science and Health VI pp. 227-230 Big Book of Knowledge pp. 144-145 MATERIALS: ICT, MS Power Point, laptop, LCD, word cards, a bottle of softdrinks, sawdust, round enamel platter, cork or any substitute, a thermos bottle with hot water, rags III. LEARNING TASKS: (4 A'S STRATEGY) A. PRELIMINARY ACTIVITIES 1. DRILL (WORD CARDS) (The teacher will let the pupils read the following words individually, by two's and by groups) ACTIVE SHAKING ERUPTION INTENSITY MAGNITUDE 2. REVIEW a. What is a tectonic earthquake? b. How does it occur? 3. MOTIVATION: (GAME: SLIDE OR BUMP) (POWER POINT PRESENTATION) Directions: Choose whether the statements means SLIDE or BUMP. a. ball on top of the table b. chalk thrown to the floor c. two automobiles overtaking each other d. pushing together ends of two books e. throwing an eraser to another eraser B. LESSON PROPER A. ACTIVITIES

a. Divide the class into three groups. Provide each group materials needed: softdrink bottle, enamel platter, cork or any substitute, a thermos bottle with hot water and rags. (Pre-assiagned materials to be brought by each group.) b. Giving directions as follows: (Power Point Presentation) 1. Pour the very hot water into the platter. 2. Pour also into the empty softdrink bottle very hot water from the thermos bottle. 3. Cover the bottle with a cork or any substitute. c. Pupils manipulate the materials following the directions given. B. ANALYSIS a. Each group records the observations made. b. Each group will answer the questions and prepare their own report about the gathered data. *PROCESSING INFORMATION a. The teacher discusses the report of each group. ^What happened when you poured very hot water into the platter? ^What cause the cork or any cover to fly off? ^What did you hear before the cork flew off? ^How does volcanic earthquake occur? ^How does it differ from tectonic earthquake? ^How is an earthquake's strength measured? 3. ABSTRACTION:(POWER POINT PRESENTATION) a. How does an earthquake's strength measured? b. What is/are the different(s) between intensity and magnitude? ---Earthquakes are usually measured in terms of intensity and magnitude. The ROSSI-FORREL SCALE OF EARTHQUAKE INTENSITIES give us the data about earthquake's intensity. It ranges from I to IX, from the least to the most destructive effect of the earthquake. The Richter Magnitude Scale shows the magnitude of an earthquake that uses numbers from 1 to 10. The stronger the earthquake is, the higher number on scale. The weaker the earthquake is, the lower is the number. ---Scientists use seismograph to detect and record vibrations of the earth's surface. C. VALUING: CALMNESS Earthquake is the most disastrous phenomenon. People panic that even lead them to lose their lives. Calmness in time of disaster must prevail. a. If you were the earthquake, would you like to see people panic? b. Would you like to lose thousands of lives? 4. APPLICATION:(ROLE-PLAYING) a. Have pupils group into two. b. Let them role play the following to differentiate intensity from the magnitude of an earthquake.

GROUP I -- Intensity III. Very Feeble Shock GROUP II -- M below 3. The Hardly Perceptible IV. EVALUATION: (WRITTEN TEST) ***Differentiate intensity from the magnitude of an earthquake. (5 Points) ---Intensity is the extent of the damage caused by an earthquake while magnitude is the amount of energy released by an earthquake. V. ASSIGNMENT ***In your Science Notebook, copy Table 6.1 -- Rossi-Forrel Scale of Earthquake Intensities and Table 6.2 -- The Richter Magnitude Scale on pp. 203-205 of Into the Future: Science and Health VI textbook. ***Study them.