earthquakes- unit plan earth science grade 8 -...

Earthquakes- Unit Plan

Earth Science

Grade 8

Tony Ragusa

December 7, 2012

EDML 814, 400

Dr. Cassie Fay Quigley

Introduction

The content topic for my place-based unit plan is Earthquakes. I chose this content for my students

for several reasons. Due to the geographic location of our school, our students have an awareness of

geological processes every time they look outside and see the escarpment of the Appalachian Mountains.

They have a natural curiosity about earth’s formations. What person doesn’t look at a mountain and

wonder? It becomes even more relatable to the students when they learn that our very own school is

located on the Pax Mountain fault line in Greenville County! How cool is that?!? In fact, last year’s

earthquake in Virginia was felt fairly well all around our schools community. For this reason, it will be

“experience” related particularly for classes of the next 4-5 years.

In addition, this content topic was chosen for its popularity and the excitement caused by natural

disasters. Look no further than the television lineup and you will find that earthquakes, tsunamis, tornados,

avalanches; mudslides are all very popular topics. Mega Disasters on the History channel, Aftermath on the

National Geographic channel and The Weather Channel itself are all indicators of the extreme interest. I’ve

always had that interest myself.

I believe this topic to be highly adaptable to cross content lesson plans. Many great works of

literature to choose from in the ELA program. Lots of calculation based data to draw from for Math related

lessons. And a rich history in our country and globally that tie directly into Social Studies standards for the

State of South Carolina. Charleston’s earthquake of 1886 is an earthquake of local historic significance.

But foremost, this unit gives a great opportunity to connect the students, in an emotional way, to

the content. I believe that much of our frustrations in the classroom stem from lack of connection to the

content. My intention is to develop a unit on earthquakes that gives the students a shared experience with

the content.

State Standards Covered in this Unit:

The unit objectives and related State Standards in this unit include:

8-3: The student will demonstrate an understanding of materials that determine the structure of Earth

and the processes that have altered this structure.

8-3.2: Explain how scientists use seismic waves—primary, secondary, and surface waves—and Earth’s

magnetic fields to determine the internal structure of Earth.

8-3.3: Infer an earthquake’s epicenter from seismographic data.

8-3.6: Explain how the theory of plate tectonics accounts for the motion of the lithospheric plates, the

geologic activities at the plate boundaries, and the changes in landform areas over geologic time.

8-3.8: Explain how earthquakes result from forces inside Earth.

Instructional Strategies:

I intend to use a multidisciplinary approach for this unit. I believe that the most important aspect of the unit

topic, earthquakes, is how we relate to the topic as individuals and as a culture and society.

I will present content throughout the unit in the form of an open forum discussion using the included

PowerPoint presentations and associated worksheets. . Though there are two note taking days, they are carefully

designed into the pacing of the unit such that the overall character of the unit will not be compromised.

Review techniques will be in the form of games and puzzles. A Jeopardy game will serve as review for a

major test and a crossword puzzle will serve as a refresher before a minor graded assignment.

Assessments will be informal visual inspection of worksheets, minor grades for a lab and the Epicenter

worksheet and a major grade for the end of unit summative assessment.

The overarching pedagogical setting, however, will be a focus on doing something with the content

knowledge. At the mid-point of the unit, we begin to discuss how we might respond to people in need as a result of

an earthquake. By the end of the unit, we act upon these discussions as a class. My intention here is to have

students recognize the real world form that this content takes on. I believe with this recognition will come “buy in”

of the content and therefore increased interest, understanding and retention.

Pacing Guide:

8th

Grade Earth Science – Earthquake Unit

Daily Lesson Plan Week #1

Lessons Monday (1) Tuesday (1) Wednesda

y (1)

Thursday

(1) Friday (1)

ESSENTIAL

QUESTION

What are earthquakes? How do the

occurrences of

earthquakes and

volcanoes relate to

plate boundaries?

What types

of faults

does stress

within the

Earth

create?

“How

Should We

Respond to

the Crisis in

Haiti?”

How are

the

different

types of

seismic

waves

alike and

different?

STANDARDS

8-3.1; 8-3.2;

8-3.3; 8-3.9

8-3.1; 8-3.2;

8-3.3; 8-3.9

8-3.1; 8-

3.2;

8-3.3; 8-3.9

8-3.1; 8-3.2;

8-3.3; 8-3.9

8-3.1; 8-

3.2;

8-3.3; 8-

3.9

ACTIVATING

STRATEGY

Anticipation Guide Whiteboard

Question: What is

one thing you

learned…

Types of

Stress

Guest visit

from Red

Cross

representativ

e will speak

on the Haiti

relief effort.

Faults?

TEACHING

STRATEGIES:

Newspaper Article: Haiti earthquake (2010)

Video Footage: CNN Virginia Earthquake

(2012) http://www.youtube.com/watch?v=SVMvR

xbHKX0

PowerPoint:

Earth’s Crust in

Motion

Lab: A

Model of 3

Faults Day

Interactive

discussion

with a

professional

involved in

disaster relief

efforts

Measuring

EQ’s

Interactive

PowerPoin

t

EXTENDING/

REFINING

ACTIVITY

Complete Anticipation Guide.

Start KWL

Crust in Motion

Notes (complete

during

PowerPoint)

Lab

Discussion

Class

discussion to

develop what

our response

to the Haiti

disaster will

be.

Epicenter

worksheet

SUMMARIZIN

G

STRATEGY

Open Forum: Share experiences with these

recent earthquakes

End of class

discussion

Complete

the fault

model

worksheet

Earthquake

Crossword

Puzzle of

Key Terms

Complete

KWL

None

ASSESSMENT

Informal based on discussion participation Informal visual

inspection of

completed notes /

worksheet

Formal

minor

grade on

Lab

Visual

inspection of

completed

puzzle.

Informal

participation

assessment

on KWL (no

grade)

Formal

minor

grade on

Epicenter

Worksheet

.

8th

Grade Earth Science – Earthquake Unit

Daily Lesson Plan

Week #2

Lessons Monday (2) Tuesday (2) Wednesday (2) Thursday (2) Friday (2)

ESSENTIAL

QUESTION

What are the

most historically

significant

earthquakes?

What are the

most

historically

significant

earthquakes?

Review Test What did we

learn?

STANDARDS 8-3.1; 8-3.2;

8-3.3; 8-3.9

8-3.1; 8-3.2;

8-3.3; 8-3.9

8-3.1; 8-3.2;

8-3.3; 8-3.9

8-3.1; 8-3.2;

8-3.3; 8-3.9

8-3.1; 8-3.2;

8-3.3; 8-3.9

ACTIVATING

STRATEGY

Formal guidance

from Media

Center Specialist

Whiteboard

daily question

Complete final

draft of letters

after teacher

comments.

Brief review of

key points before

distributing test

Reading and

video taping of

letters

TEACHING

STRATEGIES:

Earthquakes in

History Research

Student

Presentations

Jeopardy review

game in

preparation of

the summative

unit test

Summative

assessment Allowed 35

minutes.

Organize the

class to

distribute,

package and

label relief

packages

EXTENDING/

REFINING

ACTIVITY

Design outline

for presentation

Begin writing

letters to Haiti

peers

None After test, begin

collection of

relief collection

None

SUMMARIZING

STRATEGY

Instruct class on

preparation for

tomorrow’s

presentations

Letters to be

reviewed by

teacher

None None Teacher will

thank the

students for

participation

and remind

them of the

role they can

play in

earthquakes

around the

world.

ASSESSMENT

Informal Informal Informal,

participation

Formal, major

grade

Pacing Summary

DAY ACTIVITIES

Monday (1) Intro to Earthquakes, do anticipation guide, reading

newspaper article of earthquake in Haiti (2010) and

watch CNN video clip of the Virginia earthquake

(2012); begin KWL

Tuesday (1) PowerPoint discussion, complete Crust in motion

notes

Wednesday (1) Lab: A Model of 3 Faults Day (complete individually)

Thursday (1) Visit from Red Cross representative; “Should We

Respond to the Crisis in Haiti?” “How can we

respond?”

Crossword Puzzle of Key Terms

Friday (1) Epicenter / Waves PowerPoint discussion, complete

worksheet for formal minor assessment.

Monday (2) Earthquakes in History research (small groups)

Tuesday (2) Each small group is to present a brief report on their

historical earthquake / write letters to middle school

students in Haiti

Wednesday (2) Jeopardy review game for Earthquake Unit / final draft

letters complete and due.

Thursday (2) Earthquake Summative Test / Continue relief effort.

Friday (2) Continue relief effort, package for shipping

Part III. Place-Based Assignment

Blue Ridge Middle School is located on Tyger Bridge Road at the foot of Glassy Mountain near North

Greenville University. This is considered a rural school. The one story facility has an auditorium, cafeteria,

media center, nine science labs, and three computer labs. The building was renovated in 2001 and has 988

students in attendance. Blue Ridge Middle offers two high school credit classes: English 1 Honors and

Algebra 1. Our students also have the opportunity to participate in sports programs. Seventh and 8th

grade students may try out for basketball, volleyball, soccer, baseball, and softball here at the school.

Students may also try out for high school teams such as wrestling, track, cross country, football, and golf.

Our arts program is second to none. We offer the finest instruction in band, strings and chorus. These

programs offer students several opportunities throughout the year to perform in different settings. The

career program offers career luncheons, women at work, job shadowing and career assessments.

Description of place-based assignment:

Mr. Ragusa’s students focused directly on empowering themselves to have an effective impact on their

global community within the context of our earthquake unit. Our place based assignment for this unit will

consider “place” on a global scale. As a result of our unit content, earthquakes, there has been much pain

and suffering throughout the world. Recently, 2010, the earthquake in Haiti has caused devastation that is

still being felt to this day. As a class, we will reach out to middle school aged children in Haiti and not only

offer monetary support (optional as each family desires) but we will all right letters to our Haitian peers.

The intent of these letters is support, understanding and encouragement.

Rationale:

Not only is it important that my students understand their responsibility to their global community, but it’s

important to me that I’m not teaching content without connection. As a career changer, I understand the

importance of purpose in our careers. I’ve had one career without purpose and it didn’t (couldn’t) sustain.

It is this recognition that will drive me to make a connection to the content that I care about. Therefore,

the rationale for this unit plan is to be more important than simply lessons in science. I hope that the

students find purpose in the content through the place-based assignment portion of the unit. With

purpose, I believe that ultimately, the content will be retained far greater.

How does this unit attend to the place of this school?

As stated above, taking the content learned in this unit and using it will give the students a relation

between the core knowledge and the greater, global community.

Development of Topic

This science content is included in South Carolina standards for grades one, three, five, eight and

high school Earth Science. In first grade, the students are focused on understanding the materials that

make up the earth. It is not directly related to earthquakes, but it lays the groundwork for future

understanding. In third grade, they begin to understand how the composition of these materials can

change over time and create the features of the earth’s surface. In fifth grade, we meet the first indicator

that applies directly to our unit topic. Students in this grade will need to understand the constructive and

destructive forces of the earth’s natural processes, including earthquakes. In eighth grade, students must

add to this prior knowledge, the ability to infer an epicenter and understand seismograph data. Finally, the

standard is visited one last time in high school Earth Science, where the student must analyze geographic

features (including earthquakes) to help indicate prior geological conditions.

Below you will find a table that contains an organizational timeline as well as a listing including

indicators of my topic for the South Carolina State Standards.

Earthquakes Timeline as they relate to South Carolina Curriculum Standards

Kindergarten K-

4th

1st Grade

2nd

Grade

3rd

Grade

4th

Grade

5th

Grade 5th-

8th

6th

Grade

7th

Grade

8th

Grade

9th

Grade

(Physical

Science)

9th-

12th

10th

Grade

(Biology)

11th

Grade

(Chemistry)

12th

Grade

(Physics)

Standard 1-4: The student will

demonstrate an understanding of the

properties of Earth materials. (Earth

Science)


demonstrate an understanding of

features, processes, and changes in

Earth’s land and oceans. (Earth Science)

First directly related indicator:

5-3.1 Explain how natural processes

(including weathering, erosion,

deposition, landslides, volcanic

eruptions, earthquakes, and floods)

affect Earth’s oceans and land in

constructive and destructive ways.



Earth’s composition and the changes

that occur to the features of Earth’s

surface. (Earth Science)



materials that determine the

structure of Earth and the processes

that have altered this structure.

(Earth Science)

8-3.3 Infer an earthquake’s

epicenter from seismographic data.

8-3.8 Explain how earthquakes

result from forces inside Earth.

Standard ES-3: Students will

demonstrate an understanding of the

internal and external dynamics of solid

Earth.

ES-3.4 Explain how forces due to plate

tectonics cause crustal changes as

evidenced in earthquake activity,

volcanic eruptions, and mountain

building.

(Not directly mentioned, but related)

ES-3.5 Analyze surface features of Earth

in order to identify geologic processes

(including weathering, erosion,

deposition, and glaciation) that are likely

to have been responsible for their

formation.

Timeline with Indicators

South Carolina Standards:

1st Grade:

Standard 1-4: The student will demonstrate an understanding of the properties of Earth materials. (Earth

Science)

1-4.1 Recognize the composition of Earth (including rocks, sand, soil, and water).

1-4.2 Classify rocks and sand by their physical appearance .

1-4.3 Compare soil samples by sorting them according to properties (including color, texture, and the capacity to

nourish growing plants).

3rd Grade:

Standard 3-3: The student will demonstrate an understanding of Earth’s composition and the changes that

occur to the features of Earth’s surface. (Earth Science)

3-3.8 Illustrate changes in Earth’s surface that are due to slow processes (including weathering, erosion, and

deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and

earthquakes).

*(First directly related indicator)

5th Grade:

Standard 5-3: The student will demonstrate an understanding of features, processes, and changes in Earth’s land

and oceans. (Earth Science)

5-3.1 Explain how natural processes (including weathering, erosion, deposition, landslides, volcanic eruptions,

earthquakes, and floods) affect Earth’s oceans and land in constructive and destructive ways.

8th Grade:

Standard 8-3: The student will demonstrate an understanding of materials that determine the structure of Earth

and the processes that have altered this structure. (Earth Science)

8-3.3 Infer an earthquake’s epicenter from seismographic data.

8-3.8 Explain how earthquakes result from forces inside Earth.

High School, Earth Science:

Standard ES-3: Students will demonstrate an understanding of the internal and external dynamics of solid Earth.

ES-3.4 Explain how forces due to plate tectonics cause crustal changes as evidenced in earthquake activity,

volcanic eruptions, and mountain building.

(Not directly mentioned, but related)

ES-3.5 Analyze surface features of Earth in order to identify geologic processes (including weathering, erosion,

deposition, and glaciation) that are likely to have been responsible for their formation.

Resource List

1. “South Carolina Science Grade 8”; Published by McGraw Hill-Glencoe; Authors Ralph M. Feather Jr.,

PhD, Susan Leach Snyder, Dinah Zike.

This textbook used by Greenville County School District will serve a supporting role for my lesson

plans. I find it laid out well and in a way that will genuinely keep the interest of the modern student.

The students have this available to them at home to supplement our classroom studies.

2. www.glencoe.com

This is an online learning center that can be accessed by the students as a supplement to the

textbook . This site is the source of the crossword puzzle used as a review of key terms.

3. www.google.com

This website uses semi-real time satellite imagery to view the surface of the Earth. You can search

for a particular location of interest or scan a region. I will use this in my lesson plan as a reference

point throughout to give students visual reinforcement of the geographical features that we discuss

as a part of the unit. For instance, during the research portion of the unit, I will use this to show

students the geographic region being discussed.

4. www.youtube.com

YouTube is a global collection of video reference. I think the students are very familiar with this

type of media and as a teacher we should use this enthusiasm. This is the source of the CNN video

clip that will be used for the unit.

5. The Greenville News, greenvilleonline.com

This is our local newspaper and will be the source of the Virginia earthquake and Haiti earthquake

articles.

6. USGS Learning Web, http://education.usgs.gov/ This site is the source of the “Model of 3 Faults” Lab

used in the unit.

7. The American Red Cross, a representative will make a presentation on the Haiti relief effort. This

will be an excellent first hand resource for our own outreach.

8. Mrs. Lauren Jackson, Science teacher, Blue Ridge Middle School; The summative assessment and

the Jeopardy review were both adapted from her classroom. I was able to teach this same topic in

her classroom and that served as a starting point for the development of this unit

9. Promethean World, www.prometheanworld.com This site is the source of several of the interactive

portions of the attached PowerPoint presentations

10. www.wikipedia.org A starting source for the students when researching the historic earthquakes

Earthquake Unit: Lesson Plan #1

Name: Tony Ragusa Date: 12-7-12 Lesson Name: Earthquake (Monday 1)

South Carolina

Standards- include

the full standard not just

numbers

8-3: The student will demonstrate an understanding of materials that determine the structure of

Earth and the processes that have altered this structure.

The Central Idea- what is the central idea

you want the students to

take away from this

lesson

I want the students to be introduced to our new unit by experiencing that earthquakes are real

life events that effect real people. This portion of the unit will be used to connect their lives to

the content.

Engage- a way to

connect past and

present/ assess prior

knowledge through

discrepant event,

intriguing question,

acting out a problematic

situation, etc.

Begin Anticipation Guide. At this point, the students will complete the before watching section of

the guide.

Explore- students

have the opportunity to

get directly involved with

phenomena and

materials and develop an

experience with the

phenomenon. The

teacher acts as a

facilitator providing

materials, etc.

Newspaper Article: Haiti earthquake (2010)

Video Footage: CNN Virginia Earthquake (2011)

http://www.youtube.com/watch?v=SVMvRxbHKX0

Explain- the learner

begins to put the abstract

experience through which

she/he has gone through

into a communicable

form. This is where the

teacher can further

assess misconceptions of

knowledge.

After the Video footage and newspaper article, we will complete the “after watching” section of

the Anticipation Guide and discuss the results to help the students verbalize what they are

thinking of the topic.

Start the KWL worksheet. We will complete the “what I know” and “what else I want to know”

sections. The “what I learned section will be completed on (Thursday 1)

Elaborate- the

students expand on the

concepts they have

learned, make

connections to other

related concepts, and

apply their

understandings to the

world around them.

Open Forum Discussion: Share experiences with these recent earthquakes. I have a personal

story related to the Virginia (2012) earthquake that I will start off with and then allow the rest of

the students to share and relate their experience to what we just learned through the previous

worksheets.

Evaluate- an on-going

diagnostic process that

allows the teacher to

determine if the learner

has attained

understanding of

concepts and knowledge.

Evaluation and

assessment can occur at

all points along the

continuum of the

instructional process.

Informal by observation of filled out Anticipation Guide and KWL, as well as participation in

classroom discussion.

(used Monday 1)

Anticipation/Reaction Guide for Earthquakes CNN video clip and Greenville News Haiti article

Mark an “X” whether you AGREE or DISAGREE with the statements before watching the videos and reading the article.

Then mark your opinion after watching videos. Be ready to discuss your opinions.

Before Watching After Watching

Agree Disagree Agree Disagree

1. Major earthquakes can be easy to recover from

____ ____ ____ ____

2. Greenville, SC doesn’t get earthquakes

____ ____ ____ ____

3. Our School is located right on a fault line

____ ____ ____ ____

4. All countries have the ability to stage an effective recovery effort

____ ____ ____ ____

5. The most dangerous part of an earthquake is large open splits

_____ _____ in the earth that things fall into. _____ _______

Watching this CNN clip the day of the Virginia earthquake of 2011. (shown on Monday 1)

Classroom reading of newspaper headlines the day after the Haiti earthquake of 2010. (read on Monday 1)

KWL for “Earthquakes” (start on Monday 1, complete on Wednesday 1)

What I Know about Earthquakes What else I Want to know about

Earthquakes

What I Learned about Earthquakes


Name: Tony Ragusa Date: 12-7-12 Lesson Name: Earthquake (Tuesday 1, Wednesday 1)

South Carolina

Standards- include the

full standard not just

numbers



8-3.8: TSW Explain how earthquakes result from forces inside Earth.

EQ: What are some of the hazards of Earthquakes?



take away from this lesson

TSW Explain how earthquakes result from forces inside Earth.


Engage- a way to

connect past and present/

assess prior knowledge

through discrepant event,

intriguing question, acting

out a problematic

situation, etc.

Whiteboard- Students will be asked to explain one thing they learned yesterday about

earthquakes that you didn’t know before. Allow 3-5 minutes for discussion.

Explore- students have

the opportunity to get

directly involved with

phenomena and materials

and develop an experience

with the phenomenon. The

teacher acts as a facilitator

providing materials, etc.

PowerPoint: Earth’s Crust in Motion – The teacher will guide the class through an interactive

PowerPoint presentation





into a communicable form.

This is where the teacher

can further assess

misconceptions of

knowledge.

Crust in Motion worksheet: The students will complete this worksheet during the presentation

and we will stress a few key points after the presentation. The teacher will walk the class and

will find points of misunderstanding or confusion so that they can be further explained to the

class.

Elaborate- the students

expand on the concepts

they have learned, make



apply their understandings

to the world around them.

LAB: A model of 3 faults (adapted from the USGS learning website).

TTW go over the instructions for the creation of a fault model. TTW hand out the template and

the lab answer sheet.

TSW create his or her fault model. This will be a guided instruction segment.





has attained

understanding of concepts

and knowledge. Evaluation

and assessment can occur

at all points along the

continuum of the


TSW will complete the fault model worksheet.

Formal minor grade on model and fault model worksheet.

Crust in Motion PowerPoint (used on Tuesday 1)

*Adapted from Blue Ridge Middle School

Earth’s Crust in Motion Notes (accompanies PP on Tuesday1)

Name___________________________________________ Per___________

1. What are Earthquakes?

2. Where do earthquakes happen?

3. What is stress?

4. How does stress affect rocks?

�

�

5. What are the 3 types of stress?

A.

B.

C.

6. Describe shearing.

7. Describe tension.

8. Describe compression.

9. What is a fault?

10. Where do faults occur?

11. What are the 3 types of faults?

A.

B.

C.

12. What type of stress creates a strike-slip fault?

13. How does a strike-slip fault move?

14. What type of stress creates a normal fault?

15. How does a normal fault move?

16. What type of stress creates a reverse fault?

17. How does a reverse fault move?

18. What causes earthquakes?

Fill in the chart:

Boundary Stress Fault Action of the Hanging Wall

Example

Transform

Divergent

Convergent

A model of Three Faults (adapted from USGS Learning Web Lesson Plans)

Background One of the most frightening and destructive phenomena of nature is a severe earthquake and its terrible aftereffects. An earthquake is a sudden movement of the Earth, caused by the abrupt release of strain that has accumulated over a long time. For hundreds of millions of years, the forces of plate tectonics have shaped the Earth as the huge plates that form the Earth's surface slowly move over, under and past each other. Sometimes the movement is gradual. At other times, the plates are locked together, unable to release the accumulating energy. When the accumulated energy grows strong enough, the plates break free. If the earthquake occurs in a populated area, it may cause many deaths and injuries and extensive property damage. Today we are challenging the assumption that earthquakes must present an uncontrollable and unforecastable hazard to life and property. Scientists have begun to estimate the locations and likelihoods of future damaging earthquakes. Sites of greatest hazard are being identified structures are being designed that will withstand the effects of earthquakes. Objective: Students will observe fault movements on a model of the earth’s surface. Time Needed: 1 class period Materials Needed (per group) � Crayons or coloring pencils � Scissors � Tape � Fault Model Sheet (included) � Student Worksheet (included)

Instructions: 1. Explain that faults are often (but not always) found near plate boundaries and that each type of fault is frequently associated with specific types of plate movements. However, you can probably find all types of fault movement associated with each type of plate boundary. Normal faults are often associated with divergent (tensional) boundaries. Thrust faults are often associated with convergent (compressional) boundaries. Strike-slip faults are often associated with transform (sliding) boundaries. 2. Ask the following questions: What kind of faults would you expect to find in the Himalaya Mountains? Why? What kind of faults would you expect to find along the Mid-Atlantic Ridge? Why? What kind of fault is the San Andreas Fault? Is California likely to "fall off into the Pacific Ocean"? Why? 3. Explain that not all faults are associated with plate boundaries. Explain that there is a broad range of faults based on type, linear extension, displacement, age, current or historical activity and location on continental or oceanic crust.

4. Explain to students that the stresses and strains in the earth's upper layers are induced by many causes: thermal expansion and contraction, gravitational forces, solid-earth tidal forces, specific volume changes because of mineral phase transitions, etc. Faulting is one of the various manners of mechanical adjustment or release of such stress and strain.

5. Illustrate compressive earth movements using a large sponge by squeezing from both sides, causing uplift. Using a piece of latex rubber with a wide mark drawn on it, illustrate earth tension, by pulling the ends of the latex to show stretching and thinning.

6. Have students construct a fault model using the Fault Model Sheet. Instructions to students:

7. Color the fault model that is included according to the color key provided.

o Cut out the fault model and fold each side down to form a box with the drawn features on top.

o Tape the corners together. This box is a three dimensional model of the top layers of the Earth's crust.

o The dashed lines on your model represent a fault. Carefully cut along the dashed lines. You will end up with two pieces. You may wish to have your students tape or glue a piece of construction paper on the side of the two fault blocks along the fault face. This will help with the demonstration.

8. Instructions to students: Locate points A and B on your model. Move point B so that it is next to Point A

9. Have students answer the corresponding questions on their student sheet. Go over answers with students. Explain that this type of fault is known as a normal fault. Many normal faults are found in Nevada. This is because Nevada is located in a region called the Basin and Range Province where the lithosphere is stretching.

10. Instructions to students: Locate points C and D on your model. Move Point C next to point D. Observe the cross-section of your model.

11. Have students answer the corresponding questions on their student sheet. Go over the answers with students. Explain that this type of fault if known as a thrust fault. An example of a thrust fault is the fault in which the Northridge earthquake occurred. The thrusting movement raised the mountains in the area by as much as 70 cm.

12. Instructions to students: Locate points F and G on your model. Move the pieces of the model so that point F is next to point G.

13. Have students answer the corresponding questions on their student sheet. Go over the answers with students. Explain that this type of fault is known as a strike-slip fault. A strike-slip fault can be described as having right or left-lateral movement. The San Andreas fault in California is a right-lateral strike-slip fault.

1. Construct a fault model using the Fault Model diagram above. Color the fault model according to the color key provided. 2. Cut out the fault model and fold each side down to form a box with the drawn features on top. 3. Tape the corners together. This box is a three dimensional model of the top layers of the Earth’s crust. 4. The dashed lines on your model represent a fault. Carefully cut along the dashed lines. You will end up with two pieces. 5. Follow the directions on the student worksheet and answer the corresponding questions.

(adapted from USGS Learning Web Lesson Plans) Step 1: Locate points A and B on your model. Move point B so that it is next to Point A. Observe the cross-section of your model. Answer the following questions: 1. Which way did point B move relative to point A? _______________________________________ 2. What happened to rock layers X, Y, and Z? __________________________________________ 3. Are the rock layers still continuous? _________________________________________________ 4. What likely happened to the river? the road? the railroad? _______________________________ _______________________________________________________________________________ 5. Is this type of fault caused by tension, compression or shearing? __________________________ 6. Which type of fault did you demonstrate? ____________________________________________ Step 2: Locate points C and D on your model. Move Point C next to point D. Observe the cross-section of your model. Answer the following questions. 7. Which way did point B move relative to point A? _______________________________________ 9. What happened to rock layers X, Y, and Z? __________________________________________ 9. Are the rock layers still continuous? _________________________________________________ 10. What likely happened to the river? the road? the railroad? ______________________________ _______________________________________________________________________________ 11. Is this type of fault caused by tension, compression or shearing? _________________________ 12. Which type of fault did you demonstrate? ___________________________________________

Name: ___________________________ Date: ________

Step 3: Locate points F and G on your model. Move the pieces of the model so that point F is next to point G. Observe the cross-section of your model. Answer the following questions. 13. If you are standing at point F and looking across the fault, which way did the block on the opposite side move? ______________________________________________________________ 14. What happened to rock layers X, Y, and Z? _________________________________________ 15. Are the rock layers still continuous? ________________________________________________ 16. What likely happened to the river? the road? the railroad tracks? _________________________ _______________________________________________________________________________ 17. Is this type of fault caused by tension, compression or shearing? _________________________ 18. Which type of fault did you demonstrate? ___________________________________________


Name: Tony Ragusa Date: 12-7-12 Lesson Name: Earthquake (Thursday 1, Friday 1)

South Carolina

Standards- include


numbers







take away from this

lesson

Today, students will hear first-hand information on the experience of participating in the relief

effort of a major earthquake. They will then decide which ways they feel they can best respond

and form a plan to do so.

Engage- a way to

connect past and


knowledge through

discrepant event,



situation, etc.

The teacher will introduce the guest speaker

Explore- students



phenomena and


experience with the

phenomenon. The

teacher acts as a


materials, etc.

Guest speaker from The American Red Cross will speak on the conditions of Haiti at the time of

the earthquake and today. He / She will share their experiences with the class and explain a few

ways that our students can have an impact on children their own age in Haiti.





into a communicable


teacher can further


knowledge.

The students will be broken into Groups of 4-5 and asked to develop a list of the top 3 ways they

might best be able to respond to the disaster in Haiti.

Elaborate- the


concepts they have

learned, make



apply their


world around them.

TTW then moderate a student led presentation where each group can elaborate on their teams

suggested response plan.

TTW help the students to narrow their response down to a goal that we will accomplish by the

end of class on Friday 2.





has attained

understanding of


Evaluation and



continuum of the


Group list for the response plan will be turned in and assessed as a minor participation grade.


Name: Tony Ragusa Date: 12-7-12 Lesson Name: Earthquake (Friday 1, Monday 2)

South Carolina

Standards- include


numbers







take away from this

lesson

Today, TSW learn how we find the location of earthquakes

Engage- a way to

connect past and


knowledge through

discrepant event,



situation, etc.

The teacher will show brief, actual earthquake clip

http://www.youtube.com/watch?v=FLYC-hwm-L4

Explore- students



phenomena and


experience with the

phenomenon. The

teacher acts as a


materials, etc.

PowerPoint presentation: Measuring Earthquakes. The teacher will guide the class through an

interactive PowerPoint presentation





into a communicable


teacher can further


knowledge.

LAB: Earthquake Epicenter , TTW demonstrate how to use the seismographs. TSW be divided

into small groups of 3-4 and will record their own “earthquake” on our homemade seismograph.

Elaborate- the


concepts they have

learned, make



apply their


world around them.

Complete KWL (from Monday 1)





has attained

understanding of


Evaluation and



continuum of the


KWL turned in for teacher review, minor participation grade.

Measuring Earthquakes (used on Friday 1)

Earthquakes Epicenter Lab

Name:_______________________________ Date:____________ Period_______

City Difference in S Wave and P Wave

Arrival Times

Distance to Epicenter

Houston 1 minute 600 kilometers

Denver 2 minutes 1100 kilometers

Savannah 2 minutes 20 seconds 1200 kilometers

Directions: Using a compass and the table above, locater the epicenter of the earthquake.

Mark the epicenter with an “X”.

1. What is the difference in seismic wave arrival time if

the epicenter is 5,000 km away? __________________

2. How far away is the epicenter if the difference in

seismic wave arrival times is 3 minutes? (Remember the

notecard) _________________

Fill in the blanks associated with the diagrams by choosing the correct word or words from the list below.

Surface Waves Focus

Tension Fault

Strike-Slip Primary Wave

Secondary Wave Epicenter

Reverse or Thrust Shearing

Normal Seismic Waves

Compression

3.

4.

5.

6.

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7. 8. 9. Stress Type

Fault Type 10. 11. 12.

13. Fastest Wave: ____________________

___________________________

14. Moves particles in snake like motion

15. Slowest and most damaging;

complex motion.

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Name: Tony Ragusa Date: 12-7-12 Lesson Name: Earthquake (Monday 2, Tuesday 2)

South Carolina



numbers





The Central Idea- what is the central idea you

want the students to take

away from this lesson

This part of the unit will help the students gain knowledge of historic earthquakes. It is also

intended for them to develop presentation skills and the understand the topic enough to tell

others.

Engage- a way to connect

past and present/ assess

prior knowledge through

discrepant event, intriguing

question, acting out a

problematic situation, etc.

TTW instruct the class that our assignment will be completed in groups of 2. Each team will

research one of the pre-selected historical earthquakes (see worksheet) and develop a brief

presentation for the next class period. To be completed as homework if necessary.









The media specialist will brief the class on how and where to find information on their topic.

TSW will use the Media Center to research their topic.





into a communicable form.

This is where the teacher

can further assess

misconceptions of

knowledge.

TSW develop an outline for a verbal presentation to the class.


expand on the concepts they

have learned, make

connections to other related

concepts, and apply their

understandings to the world

around them.

Each group will be allowed 3 minutes for a verbal presentation to the class on their historic

earthquake.




determine if the learner has

attained understanding of


Evaluation and assessment

can occur at all points along

the continuum of the instru

Each students outline for the presentation will be assessed for a minor grade.

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Earthquake Research and Presentation Activity

Instructions:

- You will divide into teams of 2.

- Our goal is to make a 3 minute verbal presentation to the class to inform every one of your

earthquake.

- One team member will research and present on the actual occurrence of the earthquake

- The other team member will research and present on the relief effort and recovery of the

effected community

- Each student will provide an outline of their presentation for a minor grade.

Choose from the following historical earthquakes:

o Haiti, 2010, 316,000 casualties

o Tohoku Japan, 2011, $122 billion in damages

o San Francisco, California, 1906, $400 billion in damages

o Sumatra, 2004 and associated Tsunami

o Tangshan, China, 1975, possible 700,000 casualties

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Name: Tony Ragusa Date: 12-7-12 Lesson Name: Earthquake (Wednesday 2, Thursday 2)

South Carolina



numbers

8-3: The student will demonstrate an understanding of materials that determine the structure

of Earth and the processes that have altered this structure.



The Central Idea- what is the central idea you

want the students to take

away from this lesson

This portion of the unit will review and prepare students for the summative test. I would like

for the students to realize their potential for being a part of the global community in an

effective way.

Engage- a way to connect

past and present/ assess

prior knowledge through

discrepant event, intriguing

question, acting out a

problematic situation, etc.

Key Terms Crossword Puzzle a review of terms for the Summative test.









TSW write a letter to a Haitian peer. This letter will include understanding and encouragement.




she/he has gone through into

a communicable form. This is

where the teacher can

further assess

misconceptions of

knowledge.

Jeopardy Game test review.


expand on the concepts they

have learned, make

connections to other related

concepts, and apply their

understandings to the world

around them.

Any students that choose to read their letter to the class will also be videotaped and the video

will be sent as part of the outreach of our classroom.




determine if the learner has

attained understanding of


Evaluation and assessment

can occur at all points along

the continuum of the


Earthquake Unit Summative Assessment

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PowerPoint Jeopardy Test Review

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Earthquakes Unit Summative Test (adapted from Blue Ridge Middle School Team 8-3)

Multiple Choice

Identify the choice that best completes the statement or answers the question.

____ 1. When the force on rocks is great enough, they break, producing vibrations called ____.

a. faults b. earthquakes c. strains d. stresses

____ 2. Once the elastic limit of rocks is passed, they break and move along surfaces called ____.

a. faults b. earthquakes c. strains d. stresses

____ 3. The height of the lines traced on paper is a measure of the energy released or the ____ of the earthquake.

a. stress b. strain c. magnitude d. intensity

____ 4. Most earthquakes happen ____.

a. without warning b. in areas where earthquakes have occurred in the past c. along plate boundaries

d. all of the above

____ 5. A person located twice as far from an epicenter of an earthquake as another person will notice that the

time between the arrival of the primary and secondary waves will be ____.

a. the same b. larger c. reduced d. unnoticeable

____ 6. Scientists discovered changes in Earth's interior by studying ____.

a. tsunamis b. tides c. changes in seismic waves d. all of the above

____ 7. ____ is the force that squeezes rocks together.

a. Tension b. Shear c. Elastic limit d. Compression

____ 8. ____ is the force that pulls rocks apart.


____ 9. ____ is the force that causes plates to move sideways past each other.


____ 10. ____ faults are caused by tensional forces.

a. Normal b. Strike-slip c. Reverse d. Elastic

____ 11. ____ faults are caused by compressional forces.


____ 12. ____ faults are caused by shear forces.


____ 13. Along a(n) ____ fault, rock above the fault surface moves downward in relation to rock below the fault

surface.

a. normal b. reverse c. elastic d. strike-slip

____ 14. Along a(n) ____ fault, rock above the fault surface moves upward in relation to rock below the fault

surface.

a. normal b. reverse c. elastic d. strike-slip

____ 15. At a(n) ____ fault, rocks on either side of the fault surface move past each other.

a. normal b. elastic c. reverse d. strike-slip

____ 16. The most destructive seismic wave are ____.

a. primary waves b. secondary waves c. P-waves d. surface waves

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____ 17. The ____ waves are the first to reach a seismograph after an earthquake.

a. surface b. secondary c. primary d. tsunami

____ 18. At least ____ seismographs are needed to accurately locate an earthquake epicenter.

a. two b. five c. four d. three

____ 19. The point in Earth's interior where the energy release of an earthquake occurs is the ____.

a. focus b. epicenter c. fault d. inner core

____ 20. The magnitude of an earthquake is measured by the ____.

a. Richter scale b. moho discontinuity c. modified Mercalli scale d. elastic limit

Matching

Match each term with the correct description below.

a. P waves d. seismographs

b. S waves e. magnitude

c. seismograms

____ 21. paper record of a seismic event

____ 22. secondary waves

____ 23. primary waves

____ 24. amount of energy an earthquake releases

____ 25. instruments that record seismic activity

Match each term with the correct description below

a. lower d. reverse

b. strike-slip e. primary

c. surface

____ 26. At a _________ fault, the rocks above the fault surface are forced up and over the rocks at the surface

____ 27. One way to make your home seismic-safe is to put heavy items on ________ shelves

____ 28. The slowest seismic waves are __________ waves.

____ 29. __________ waves arrive at a seismograph station first.

____ 30. The San Andreas Fault in California is an example of a(n) ___________ fault.

Match each term with the correct description below

a. epicenter d. tension

b. Ritcher Scale e. shear

c. seismograph

____ 31. Seismologists use the _______________ to describe the magnitude of earthquakes

____ 32. Normal faults are created by ________.

____ 33. _________ stress causes strike-slip faults.

____ 34. To locate an earthquakes ___________, scientist use information from at least three seismograph stations

____ 35. The Ritcher scale is based on the height of the lines traced by a(n) _______.

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Earthquakes Test

Answer Section

MULTIPLE CHOICE

1. ANS: B PTS: 1

2. ANS: A PTS: 1

3. ANS: C PTS: 1

4. ANS: D PTS: 1

5. ANS: B PTS: 1

6. ANS: C PTS: 1

7. ANS: D PTS: 1

8. ANS: A PTS: 1

9. ANS: B PTS: 1

10. ANS: A PTS: 1

11. ANS: C PTS: 1

12. ANS: C PTS: 1

13. ANS: A PTS: 1

14. ANS: B PTS: 1

15. ANS: D PTS: 1

16. ANS: D PTS: 1

17. ANS: C PTS: 1

18. ANS: D PTS: 1

19. ANS: A PTS: 1

20. ANS: A PTS: 1

MATCHING

21. ANS: C PTS: 1

22. ANS: B PTS: 1

23. ANS: A PTS: 1

24. ANS: E PTS: 1

25. ANS: D PTS: 1

26. ANS: D PTS: 1

27. ANS: A PTS: 1

28. ANS: C PTS: 1

29. ANS: E PTS: 1

30. ANS: B PTS: 1

31. ANS: B PTS: 1

32. ANS: D PTS: 1

33. ANS: E PTS: 1

34. ANS: A PTS: 1

35. ANS: C PTS: 1

earthquakes- unit plan earth science grade 8 -...

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