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)
Standard 5-3: The student will
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.
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)
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.
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
Earthquake Unit: Lesson Plan #2
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: The student will demonstrate an understanding of materials that determine the structure of
Earth and the processes that have altered this structure.
8-3.8: TSW Explain how earthquakes result from forces inside Earth.
EQ: What are some of the hazards of Earthquakes?
The Central Idea- what is the central idea
you want the students to
take away from this lesson
TSW Explain how earthquakes result from forces inside Earth.
EQ: What are some of the hazards of Earthquakes?
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
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.
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
connections to other
related concepts, and
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.
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.
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? ___________________________________________
Earthquake Unit: Lesson Plan #3
Name: Tony Ragusa Date: 12-7-12 Lesson Name: Earthquake (Thursday 1, Friday 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.
8-3.8: TSW Explain how earthquakes result from forces inside Earth.
EQ: What are some of the hazards of Earthquakes?
The Central Idea- what is the central idea
you want the students to
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
present/ assess prior
knowledge through
discrepant event,
intriguing question,
acting out a problematic
situation, etc.
The teacher will introduce the guest speaker
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.
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.
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.
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
students expand on the
concepts they have
learned, make
connections to other
related concepts, and
apply their
understandings to the
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.
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.
Group list for the response plan will be turned in and assessed as a minor participation grade.
Earthquake Unit: Lesson Plan #4
Name: Tony Ragusa Date: 12-7-12 Lesson Name: Earthquake (Friday 1, Monday 2)
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.
8-3.8: TSW Explain how earthquakes result from forces inside Earth.
EQ: What are some of the hazards of Earthquakes?
The Central Idea- what is the central idea
you want the students to
take away from this
lesson
Today, TSW learn how we find the location of earthquakes
Engage- a way to
connect past and
present/ assess prior
knowledge through
discrepant event,
intriguing question,
acting out a problematic
situation, etc.
The teacher will show brief, actual earthquake clip
http://www.youtube.com/watch?v=FLYC-hwm-L4
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 presentation: Measuring Earthquakes. The teacher will guide the class through an
interactive PowerPoint presentation
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.
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
students expand on the
concepts they have
learned, make
connections to other
related concepts, and
apply their
understandings to the
world around them.
Complete KWL (from Monday 1)
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.
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.
37 | P a g e
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.
38 | P a g e
Earthquake Unit: Lesson Plan #5
Name: Tony Ragusa Date: 12-7-12 Lesson Name: Earthquake (Monday 2, Tuesday 2)
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.
8-3.8: TSW Explain how earthquakes result from forces inside Earth.
EQ: What are some of the hazards of Earthquakes?
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.
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.
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.
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.
TSW develop an outline for a verbal presentation to the class.
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.
Each group will be allowed 3 minutes for a verbal presentation to the class on their historic
earthquake.
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 instru
Each students outline for the presentation will be assessed for a minor grade.
39 | P a g e
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
40 | P a g e
Earthquake Unit: Lesson Plan #6
Name: Tony Ragusa Date: 12-7-12 Lesson Name: Earthquake (Wednesday 2, Thursday 2)
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.
8-3.8: TSW Explain how earthquakes result from forces inside Earth.
EQ: What are some of the hazards of Earthquakes?
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.
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.
TSW write a letter to a Haitian peer. This letter will include understanding and encouragement.
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.
Jeopardy Game test review.
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.
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.
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.
Earthquake Unit Summative Assessment
41 | P a g e
42 | P a g e
43 | P a g e
PowerPoint Jeopardy Test Review
44 | P a g e
45 | P a g e
46 | P a g e
47 | P a g e
48 | P a g e
49 | P a g e
50 | P a g e
51 | P a g e
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.
a. Tension b. Shear c. Elastic limit d. Compression
____ 9. ____ is the force that causes plates to move sideways past each other.
a. Tension b. Shear c. Elastic limit d. Compression
____ 10. ____ faults are caused by tensional forces.
a. Normal b. Strike-slip c. Reverse d. Elastic
____ 11. ____ faults are caused by compressional forces.
a. Normal b. Strike-slip c. Reverse d. Elastic
____ 12. ____ faults are caused by shear forces.
a. Normal b. Strike-slip c. Reverse d. Elastic
____ 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
52 | P a g e
____ 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) _______.
53 | P a g e
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