Literature: Earthquakes (Watts Library Series) by Trudi Strain Trueit

Literature: Earthquakes (Watts Library Series) by Trudi Strain Trueit

1. 
   Inferring – drawing a conclusion based on prior experiences
   
2. 
   Communicating – giving oral and written explanations or graphic representations
   
3. 
   of observations
   
4. 
   Manipulating materials – handling or treating materials and equipment safely,
   
5. 
   skillfully, and effectively
   
6. 
   Observing – becoming aware of an object or event
   

PS 2. 1 e: .Investigate the negative and positive impact of extreme natural events on living things:

• Earthquakes

NCTM Math Skills

Process Standards:

Problem Solving Standard for Grades 3-5:

Connections Standard for Grades 3-5:

Recognize and apply mathematics in contexts outside of mathematics.
ISTE NETs Standards for Literate Students:

Research and information fluency:

Students apply digital tools to gather, evaluate, and use information

Creativity and innovation:

Create original works as a means of personal or group expression

Use models and simulations to explore complex systems and issues

1. 
   To describe the cause of earthquakes and their effect on life and land masses.
   
2. 
   To define new vocabulary: Earthquakes, Plates, Seismic Waves, Faults, Epicenter, Focus (Hypocenter)
   
3. 
   To represent data in a bar graph and make appropriate inferences and calculations.
   

1. 
   Students will view a video about Earthquakes (1:18):
   

2. 
   Class will be asked to recall details from video and discuss with the class.
   

2. Class will read Earthquakes (Watts Library Series) by Trudi Strain Trueit together to reinforce facts.

1. 
   Students will gather around the prepared earthquake model.
   
2. 
   Students will be asked to recall previous knowledge about The Plate Tectonic Cycle from lesson 3: “I Lava Volcanoes”. (The outer part of the Earth is composed of plates. Plates move and cause earthquakes and volcanoes.)
   

3. 
   Students will be given the diagram with labelled parts to analyze the demonstration.
   
4. 
   Three students will be chosen to demonstrate the first event. They will each be charged with push and pulling the “plates” so they cause the soil to move, toppling the model buildings, people, and animals.
   
5. 
   Class will discuss what occurred and why.
   
6. 
   Three more students will set up activity and simulate an earthquake while the rest of the class explores the earthquake sites saved on Filamentality website. (http://www.kn.att.com/wired/fil/pages/scrapsciencejk.html)
   
7. 
   Groups will take turns, each having 3 minutes to conduct the demonstration. (30 minutes for full class)
   
8. 
   We will then discuss the results of the experiment, as well as the questions on the reflection handout.
   

1. 
   Students will be handed:
   

1. 
   Data sheet to be translated into a bar graph representing earthquake frequency in four US states.
   

2. 
   Students will be asked to analyze data and make inferences based on the graphs.
   
3. 
   Results of analysis will be discussed with group and the class.
   
4. 
   Teacher will display the earthquake map of the US. Students will be asked prompts to discuss representations on map
   

1. 
   What does this map represent? ( Concentrations of earthquake activity in the US.)
   
2. 
   Where are the highest concentrations of earthquake activity? (In the areas that are red.)
   
3. 
   Can you hypothesize where the fault lines are in the US based on this map?
   

5. 
   Students will be given two graphs with questions attached. They will be expected to complete the handout during part 2 of the lesson. (Formal Assessment #1)
   
6. 
   The class will discuss findings from the graphs.
   
7. 
   For homework: Students will complete a worksheet assessing understanding and knowledge. (Formal Assessment #2)
   

1. 
   What causes an earthquake to occur?
   

2. 
   Question: What are some results of a major Earthquake?
   

1. 
   How could human life be detrimentally impacted by an earthquake?
   

2. 
   How could an earthquake detrimentally impact the animal life of an area?
   
3. 
   How could the structures and geography of an area be impacted by an earthquake?
   

Smartboard

10-30 Laptop computers

Filamentality site: http://www.kn.att.com/wired/fil/pages/scrapsciencejk.html

Bar Graph and Line Graph handouts

Tennessee Article

“Anatomy of an Earthquake” Infographic
Assessments:

1. 
   Teacher will ask students to explain the phenomenon at the demonstration table as they conduct activity. Teacher will take notes.
   
2. 
   Students will be given two graphs with questions attached. They will be expected to complete the handout during part 2 of the lesson. (Formal Assessment #1).
   
3. 
   For homework: Students will complete a worksheet assessing understanding and knowledge. (Formal Assessment #2)
   

Student Name _____________________________Date ______________

1. 
   Earthquakes-
   

2. 
   Plates-
   

3. 
   Faults-
   

4. 
   Epicenter-
   

5. 
   Seismic Waves-
   

6. 
   Focus (Hypocenter)-
   

7. 
   What causes an Earthquake?
   

7. 
   What are some impacts an earthquake can have on a community?
   

9. 
   What are some impacts an earthquake can have on the geography of land masses?
   

Student Name _Teacher Copy________________________Date ______________

2. 
   Earthquakes- Shaking of the ground caused by sudden motions along faults, or fractures in the Earth’s crust.
   

2. 
   Plates- Massive Rocks that make up the Earth’s surface, and whose movements along faults triggers earthquakes.
   

3. 
   Faults- A fracture in the rocks that make up the Earth’s crust.
   

4. 
   Epicenter- The point at the surface of the Earth directly above the focus.
   

5. 
   Seismic Waves- Waves that transmit the energy released by an earthquake.
   

6. 
   Focus (Hypocenter)- The point within the Earth where an earthquake rupture starts.
   

7. 
   What causes an Earthquake?
   

The earth’s crust is broken up into many rocky plates, like pieces of a puzzle. These plates are constantly moving because of the earth’s molten mantle underneath. As the plates move past each other, along fault zones, they sometimes get caught and pressure builds up. When the plates finally give and slip due to the increased pressure, energy is released as seismic waves, causing the ground to shake.

7. 
   What are some impacts an earthquake can have on a community?
   

Earthquakes can cause buildings and structures to collapse, demolish roads and landscape, and kill or injure humans and animals.

9. 
   What are some impacts an earthquake can have on the geography of land masses?
   

They can dramatically and permanently change land mass formations over time by creating gaps in the crust, landslides, and volcanoes.

Alaska: 1,367

California: 7,151

New York: 22

Florida: 176

Oklahoma: 1248

1. 
   What do you notice about the data represented here?
   

2. 
   Which state has the highest occurrences of Earthquakes?
   

3. 
   Why would California have 7,151 Earthquakes in just one year?
   

Assessment #3

Data from earthquaketrack.com

Assessment for behavioral objective #3

The occurrence of earthquakes varies from region to region in the United States. The data below represents earthquakes in five different states during 2013.

Alaska: 1,367

California: 7,151

New York: 22

Florida: 176

Oklahoma: 1248

Data from earthquaketrack.com

4. 
   What do you notice about the data represented here?
   

5. 
   Which state has the highest occurrences of Earthquakes?
   

6. 
   Why would California have 7,151 Earthquakes in just one year?