Learning About Earthquakes: Earthquake Location
Lesson Plan by Deborah Kane and Dave van Dusen

In this activity, students use synthetic seismic data to learn how seismologists locate earthquakes. The introductory and follow-up slides give a demonstration of how this is done (prior to students being asked to do it themselves), discuss the difference between the hypocenter (also known as the focus) of an earthquake and the epicenter, and cover the definition of a seismic gap with an example from southern California.
  • Students are taught how earthquakes are located and where earthquakes occur on Earth.
  • Introductory slides begin with a discussion of earthquake locations on a map (this activity ties in nicely to Earthquake Lesson: Interpreting USGS Seismicity Maps which uses USGS seismicity maps to explore where earthquakes occur spatially) and then cover how earthquakes are located by seismologists.
  • This activity was developed for use in a high school (grades 9-12) earth science class. The goal of this lesson is for students to learn the process of locating earthquakes using triangulation and to review where earthquakes are located with regards to plate tectonics. Lesson duration: 45 minutes.
  • Student learning can be assessed either by reviewing completed worksheets or by interacting with students while they complete the worksheet in the classroom (some students may struggle with the appropriate scale conversion).
  • The accompanying worksheet walks students through the procedure of locating earthquakes using synthetic seismograms; this process is a bit more difficult with records of actual earthquakes! Follow-up slides discuss the difference between the focus (hypocenter) and epicenter of an earthquake, how deep earthquakes occur, and the concept of a seismic gap.

Earth Surface Faults


One Week of California Earthquakes

Lesson Materials
Related Earthquake Lessons
Lesson Specifics
  • Grade Level: 9-12
  • Time Frame: 45 minutes
  • California Science Standard 3d: "Plate tectonics operating over geologic time has changed the patterns of land, sea, and mountains on Earth’s surface. As the basis for understanding this concept: Students know why and how earthquakes occur and the scales used to measure their intensity and magnitude."
  • California Science Standard 9b: "The geology of California underlies the state’s wealth of natural resources as well as its natural hazards. As a basis for understanding this concept: Students know the principal natural hazards in different California regions and the geologic basis of those hazards."
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