Lesson Duration: 50-60 minutes
Grade Level: 9 - 12
Subject: Science
CA Earth Science Content Standards, Grades 9-12
Dynamic Earth Processes:
3. Plate tectonics operating over geologic time has changed the patterns of land, sea, and mountains on Earth's surface. As the basis for understanding this concept:
d. Students know why and how earthquakes occur and the scales used to measure their intensity and magnitude.
California Geology
9.The geology of California underlies the state's wealth of natural resources as well as its natural hazards. As a basis for understanding this concept:
d. Students know how to analyze published geologic hazard maps of California and know how to use the map's information to identify evidence of geologic events of the past and predict geologic changes in the future.
CA English-Language Arts Content Standards, Grades 9-12
Writing:
Research and Technology
1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.
1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).
1.8 Design and publish documents by using advanced publishing software and graphic programs.
Learning Objectives:
1. Students will understand the basics of how earthquakes work and why they occur.
2. Students will be able to identify and explain major causes of damage by earthquakes.
3. Students will discuss what we can learn from previous earthquakes and how we can prepare for future earthquakes.
4. Students will design an earthquake preparedness and clean-up plan.
Focus: It is important for students to have an understanding of the geological process that occur on Earth and how these might affect their daily lives. The project itself helps students to be more aware and prepared for future occurrences of earthquakes and allows them to design or create an action plan to help them be in the preparation of or with the clean-up of damage that earthquakes may deliver.
Materials: Computers with internet access, Inspiration or Kidspiration software, Microsoft Power Point, poster board, markers or colored pencils.
Adaptations:
- Voice activated software and speech-to-text software will be provided for students with special needs.
- Students will research and/or present in groups of two or three people.
- A multi-sensory product menu will be open for assessment of comprehension.
Introduction: Class will begin with a discussion about earthquakes students may remember hearing about in the news during the past few years. The effects of these earthquakes will be discussed and listed on the board as well as how these earthquakes might teach us to better prepare for future ones. The class discussion should then turn to the fact that the San Francisco Bay area has suffered from serious earthquakes and is at high risk for another major earthquake. The teacher will then share that the goal of the lesson, after some preliminary research, will be to present a preparedness safety and clean-up plan for future earthquakes.
Procedure:
- Students will be placed, or choose to work, in groups of two or three people.
- Each group will do an internet research on earthquakes for 25-30 minutes of the class period.
- As part of the research, each group will answer each of the following questions:
- Why do earthquakes occur?
- What happens underground during an earthquake?
- What happens above ground during an earthquake?
- Where do earthquakes tend to occur? Why do earthquakes occur in these areas?
- Students will then do an additional research for information regarding the San Francisco Bay Area earthquakes and find five to eight facts as to what the effects of these earthquakes were and why the effects were so severe.
- Once students have gathered all their information, groups will then create a six-ten slide Power Point Presentation to share with the class.
- The final slide of the presentation will require students to review their research information and to devise an earthquake preparedness plan or clean-up strategy outline.
*The outline will be devised on Inspiration or Kidspiration to be more of a graphic organizer for the additional project component.
- Student-groups will use their earthquake preparedness or clean-up outline to design and present a step-by-step plan in one of the following ways:
- Create a song, poem, or rap of their plan.
- Design a poster/illustration of steps
- Demonstrate the proper techniques or steps to be prepared for an earthquake or for the correct clean-up of damage caused by one.
- Each project must incorporate the information from the research presentation to support the design of the preparedness or clean-up strategy/plan.
- Students will present information and plans to class and teacher for evaluation.
Evaluation/Assessment:
Students will be assessed on their understanding of how earthquakes work, the damage caused by them, and how to prepare/clean-up for an earthquake. Scores will be generated via an established rubric of project criteria.
Closure:
On a separate piece of paper, each student will do a “quick-write” or oral explanation about one important idea or concept they learned from another groups presentation or from their research.
Enrichment Extensions:
Homework assignment: To research three to five facts on how earthquakes effect or are related to other natural disasters.
Integrated Components:
Blooms Taxonomy, Perceptual Domains addressed: Visual, Auditory, and Kinesthetic, Presentation/Graphic Assessment Technique, Project Menu for Variation of Assessment of Learning.