Professional Documents
Culture Documents
Earthquakes
___________________
Topic: Goal:
Earthquakes
The
goal
of
this
unit
is
for
students
to
gain
a
well-rounded
understanding
of
earthquakes,
their
scientific
background
including
how
they
occur
and
the
social
impacts
they
cause.
This
integrated
unit
will
combine
methods
of
instruction
as
well
as
content
areas.
Direct
instruction,
group
work,
hands-on
work,
presentations
and
testing
will
be
used
to
teach
about
earthquakes
and
involve
social
studies,
current
events,
science,
mathematics,
language
arts
(writing,
reading
and
public
speaking)
and
technology.
SCIENCE
The
student
demonstrates
an
understanding
of
the
forces
that
shape
Earth
by
[6]
SD2.2
identifying
and
describing
its
layers
[6]
SD2.3
describing
how
the
surface
can
change
rapidly
as
a
result
of
geological
activities
[7]
SD2.1
identifying
strategies
for
minimizing
erosion
[7]
SD2.2
describing
how
the
movement
of
the
tectonic
plates
results
in
both
slow
changes
and
short-term
events
(e.g.,
volcanic
eruptions,
seismic
waves,
and
earthquakes)
on
the
surface
The
student
demonstrates
an
understanding
of
cycles
influenced
by
energy
from
the
sun
and
by
Earths
position
and
motion
in
our
solar
system
by
[6]
SD3.1
connecting
the
water
cycle
to
weather
phenomena
The
student
demonstrates
an
understanding
of
how
to
integrate
scientific
knowledge
and
technology
to
address
problems
by
[8]
SE1.1
describing
how
public
policy
affects
the
students
life
and
participating
diplomatically
in
evidence-based
discussions
relating
to
the
students
community
(L)
MATHEMATICS
[7]
G-3
using
a
scale
factor
to
solve
problems
involving
similar
shapes
(e.g.,
scale
drawings,
maps)
(M5.3.3)
M6.3.2
Interpret
and
analyze
information
found
in
newspapers,
magazines,
and
graphical
displays.
M7.3.1
Analyze
and
summarize
a
problem
using
the
relationships
between
the
known
facts
and
unknown
information.
M7.3.2
Select,
modify,
and
apply
a
variety
of
problem-solving
strategies
including
graphing,
inductive
and
deductive
reasoning,
Venn
diagrams,
and
spreadsheets.
M7.3.3
Evaluate,
interpret,
and
justify
solutions
to
problems.
WRITING
The
student
writes
for
a
variety
of
purposes
and
audiences
by
[8]
3.2.2
Writing
in
a
variety
of
nonfiction
forms
(e.g.,
letter,
report,
biography,
and/or
autobiography)
to
inform,
describe,
or
persuade
The
student
documents
sources
by
[7]
3.5.1
Giving
credit
for
others
ideas,
images,
and
multimedia
information
by
citing
sources,
including
author,
title,
and
publishing
information
(L)
The
student
uses
resources
by
[8]
3.6.1
Correcting
misspellings
using
available
software
programs,
including
choosing
the
correct
spelling
option
among
several
choices*
(L)
[8]
3.6.2
Using
a
thesaurus
to
locate
and
choose
effective
synonyms
for
common
words*
(L)
[8]
3.6.3
Selecting
and
using
formatting
features
to
produce
final
draft
(L)
TECHNOLOGY
A
student
who
meets
the
content
standard
should:
1)
use
a
computer
to
enter
and
retrieve
information;
2)
use
technological
tools
for
learning,
communications,
and
productivity;
3)
use
local
and
worldwide
networks; A
student
who
meets
the
content
standard
should:
1)
convey
ideas
to
a
variety
of
audiences
using
publishing,
multi-media,
and
communications
tools;
2)
use
communications
technology
to
exchange
ideas
and
information
Methodology:
Alaska Standard:
Objective(s): Define earthquake Describe the movement of the earth that creates earthquakes Understand basic earthquake information such as magnitude and intensity Relate earthquake information with societal impacts from an earthquake and current events of recent earthquakes Use technology to research historical earthquakes and safety information Use technology and creativity to create an educational brochure about earthquakes and safety
Student Assessment: Pre-test group assessment Unit exam Participation in group project: Create an earthquake brochure Individual grade for group project Participation in labs
Materials: List all materials used, including technology. Smart board or white board and appropriate marker Power point presentation for lesson one (attached) Current event (news paper clipping or video) Computers with internet access and printers Large paper for brochure backing, markers, pens, etc. for design Slinky, worksheets and compass for work stations (see separate center lesson plan)
Activities:
LESSON ONE: Introduction Begin with a current event. Due to timing, the 2011 Turkey earthquake had recently occurred and was all over the news. I began class by reading a witness account of the turmoil in Turkey. This was very captivating to many students and set the stage for a good discussion on the devastation of earthquakes and the societal impacts of major natural events. It may be appropriate to cover an event that the students are familiar with from social studies class. Learning Activities Group Pre-Test Students worked in groups of three to answer questions about earthquakes. This pre-test allowed me to direct my instruction and the upcoming discussion. Students had 2 minutes to think, 5 minutes to write and discuss and then each group shared what they knew and we made a list of them all on the board. Students took notes. Pre test questions: What is an earthquake? How do we measure earthquakes? What causes an earthquake? Do you know the largest earthquake in the world? In Alaska? What can people do to prepare for earthquakes? Power Point (direct instruction and discussion) The direct instruction includes information that defines commonly heard earthquake terms and a review about plate tectonics and what is happening inside the earth that leads to an earthquake. Closure Current event I chose a second piece of news that focused on the main parts of the earthquake, including magnitude, intensity, death toll, etc. As I would read a certain section we would use knowledge gained (or reviewed) and define it on the board. For instance, the article discussed the location of the quake so we reviewed fault lines to learn why its common for Turkey to have large earthquakes.
LESSON TWO: Introduction Story of the famous 1964 Alaskan earthquake. Learning Activities Group assignments Group students so that each group has a range of ability levels. Have groups work together to choose a historical earthquake to research. Each group should choose a different earthquake. Some chosen were the Haiti earthquake, Japan earthquake, Chile earthquake of 1960, etc. Research Hand out project requirements with sample questions to each group. Have groups start researching online, at the library, etc. (A project guide sheet is attached) Closure As class comes back together, discuss what a quality source of information is and where to find them. What components must a website have to be a reliable source of information? Also discuss citing and bibliographies. LESSON THREE: Introduction Directions for centers (see lesson plan for seismic slinkies and epicenters) Learning Activities Centers (follow separate lesson plan) Group research While waiting for a center to open or once finished, students should work on research for their brochure. Closure Review of centers. Question/answer on brochure project.
LESSON FOUR: Introduction Start with some thought provoking questions. Have students write their predictions in their journals. Suggestions: what happens to buildings during an earthquake? Which types of waves did you decide yesterday (seismic station) would affect a building the most? Which type of building would be safest? Learning Activities Go over the directions for the computer simulation lab http://www.microsoft.com/education/en-us/teachers/plans/Pages/earthquakes.aspx From the website: In this activity, you will work in groups, or alone, to simulate earthquakes of different magnitudes online and observe how they affect buildings. First you will make construction choices that you think will help a building survive an earthquake. Then youll choose the location and the magnitude of the earthquake. After the simulation youll examine the earthquake-proof construction to see how effective it was. You will chart your simulated data in Microsoft Excel so you can develop conclusions based on your findings and present them in a written report. Due to time constraints teachers may opt to skip the report section or have them write a short summary in their journals. Closure Review discussion of how things went and what students found. Students should submit lab sheet (answer sheet provided on website). Remind students of due date for brochure and upcoming exam. LESSON FIVE: Introduction Exam (will take most students 20-30 minutes, allow for 40). Students finished early can put finishing touches on presentation, brochure or read. Learning Activities Brochure Presentation. Each group presents for 1-2 minutes. Should take about 15 minutes. Closure Collect brochures. Introduce upcoming unit for students to think about until next class.
Differentiation for special learners: Varying Academic Levels: Students will be involved in both independent and group work. Groups should be aligned so that varying academic levels exist in each group. Students with appropriate IEPs can have their exam questions and lab questions read to them. Visual Learners: Visual learners will have many opportunities to view direct instruction presentations and videos if desired. Kinesthetic learners: Certain labs are hands on and creating a brochure helps enforce understanding of written information. Auditory Learners: Direct instruction, videos and other sources of information provide knowledge verbally. How is this lesson sensitive to cultural and language issues?: One of the best parts of this unit is that by integration we add in social and cultural aspects. The type of current event, its location, or other social information added can be adjusted to fit the teachers goals for his or her students. For discussion with host teacher or supervisor: Examples of questions for reflection after the lesson: How did the lesson go? Did the students meet the objective? How do you know? This unit went very well. Having students doing their own research and teaching while participating in smaller projects daily was a nice combination of learning styles for the students. The test showed that most students met the main objectives. The brochure demonstrated a wider-range of the knowledge they gained about earthquakes. Were there any unexpected events? How effectively did you respond? None that I recall. Comment on one student who did particularly well and one who did not meet your expectations. Why did this happen? What can you do to follow up with the student who did not do well? Many of the students did well on certain aspects. I took the time to follow up with students if they did poorly on a lab and provide one on one time explaining the main points. All the groups did well on their brochures. Are there any changes you would make in this lesson if you could do it again? Why? These students had some time in social studies to work on their brochures as my host teacher incorporated the project into both parts of the curriculum (a true integrated lesson!!). Had that not occurred, they would have had difficulty finishing the brochures so more time should be allowed. I also would have liked to add more about Alaska specific things. We learned that Alaska has several hundred earthquakes a day, but I would have liked to have mapped them out or graphed them over a weeksomething along that line. Student Profile: Seventh and eighth graders with a high level of IEPs in the class.
Reflection: This project was part of a larger unit about the Earth. Before looking at earthquakes we had studied about plate tectonics, continental drift, fossils and more. After this week we built and blew up volcanoes. Because students each have different and unique strengths and weaknesses I try to create lessons that have a varied style of instruction and assessment. I also try to make things as hands on as possible. That made this particular section difficult. Building volcanoes was very hands-on but this took some planning to set up labs and classes that were more than just sitting down for direct instruction. The pre and post-test was a challenge as well. I didnt do a formal paper/written pre-test because of the IEP challenges in the classroom. The group format worked extremely well and let me know where they were. For the post-test, those with specified IEPs could have the questions read to them. It was a hard test! Lesson plans, power point, grading rubric and exam are attached. Exam covers about 6 weeks worth of material (not just earthquakes).