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Transcript of Earthquake Safety
Step Five: What is the sequence of activities, learning experiences, etc. that will lead to desired results (the plan)?
How do the essential questions connect students to this day’s focus?
The essential questions are related to the lesson.
Step 1: Goal Standards
CA S 6.1.e Students know major geologic events, such as earthquakes, volcanic eruptions, and mountains building, result from plate tectonic.
CA S 6.1.f Students know how to explain major features of California geology, (including mountains, faults, and volcanoes) in terms of plate tectonics.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
RST.6–8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3–5)
By the end of the lesson, students will be able to:
5.d Describe how the energy of an earthquake travels through Earth.
5.e Identify the scales used to measure the strength of an earthquake.
5.f Explain how scientists locate the epicenter of an earthquake.
Ticket out the door:
Write in your post it note how geologists determine earthquake risk.
What essential question(s) will anchor students to learning?
*Why are there earthquakes?
*How do plate motions affect Earth’s crust?
Step Three: What skills are needed to achieve desired results (nuts and bolts teaching)?
Prior Knowledge Required:
S 6.1.b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle, and a dense metallic core.
S.6.4.c Students know heat from Earth’s interior reaches the surface primarily through convection.
S.6.1.a Students know the evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and mid ocean ridges; and the distribution of fossils, rock types, and ancient climatic zones.
S.6.1.c Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle.
Step Four: What is acceptable evidence to show desired results?
. Participation in class and group discussion/collaboration.
. Participation in group activities- Making models and presenting their models.
. Evidence of understanding through answers in their KWL charts and Cornell Notes
. Evidence of understanding through answers in their Interactive notebooks (graphic organizers)
. Evidence of understanding on comparing waves through writing their responses in their journals.
. Evidence of understanding in measuring earthquakes through writing their answers in their Skills Activity.
. Evidence of understanding through making models of earthquake-safe homes and presenting them in the class.
. Evidence of understanding by summarizing earthquake safety tips explaining them in the class.
Focus of the day: Students will be able to provide suggestions to increase earthquake safety and reduce earthquake damage.
The students will be able to respond during group collaboration and their answers to their KWL chart. They should be able to make models of earthquake-safe homes and present them in the class.
Think-Pair-Share: “Survival Kit”
Have the following materials displayed in front of the class:
Backpack, Water bottle, video game, easy open canned food, hair dryer, toilet paper, band aids, flash light, call phone, flowers, first aid kit, gift box, etc
Each pair make a list of materials they will need to put in the backpack as their survival kit. They will be asked to choose the 7 most important materials that will be needed in case they get trapped in a collapsed building caused by an earthquake. Answer the following questions:
What did you choose? Why? What did you not choose? Why?
Partners will share their thoughts and answers, then write their answers in their KWL (K) charts. Have students write in their KWL (W) charts what they want to know at the end of the lesson.
Mini Lesson: (5 minutes)
Show a video lesson about Steps to Earthquake Safety.
“What to do during earthquake” -
Students will take notes using their Cornell Notes
Application: (35 minutes)- Making Models of buildings
Materials: Toothpicks, glue or paste
Challenge students to build an earthquake-safe home with toothpicks and glue or paste. Encourage them to experiment with various designs. Give them the option to refer to their textbook (page 201) and get more information on how to design safer buildings.
Apply: After students’ homes are complete, test them for strength and ability to withstand shaking. Ask students to identify designs that are earthquake-safe.
Write their response in their KWL (L) charts.
Reflection/Exit slips (5 minutes)
In you KWL chart, under “L”,
Write 2 or more things that you learned the most.
Is there anything that you think you did not quite understand?
Homework: Work with a partner.
Writer: Write a short essay of a summary about earthquake safety tips.
Presenter: Present the summary in the class.