UBD-Earthquakes by xiaopangnv

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									                                                      Understanding By Design

                                                                Earthquakes
                                                                 Stage 1 Desired Results
ESTABLISHED                                                                            Transfer Goal
GOALS/STANDARDS                  Students will be able to independently use their learning to …demonstrate understanding of how earthquakes are
                                 related to the movements of the Earth’s tectonic plates and interior structure. They will learn about the relationship
                                 of earthquakes to other natural catastrophic events and will be able to use this knowledge to take necessary
What relevant goals will this
                                 precautions in the protection of their lives and property.
design address?
Alabama Course of Study
Standards:
                                                                                        Meaning
2.1 Describe factors that
cause changes to the Earth’s     ENDURING UNDERSTANDINGS                                ESSENTIAL QUESTIONS
surface over time.               Students will understand that…                         Students will keep considering…
2.2 Comparing constructive           1. Recognize the significant role of the           *Why are earthquakes hard to predict?
and destructive natural                  Earth’s plate movement in the occurrence       *How can earthquakes change or destroy human and wildlife
processes and their effects              of earthquakes.                                habitats?
on land formations.                  2. Relate the earth’s internal pressure to         *How can I use knowledge of earthquakes to protect my home
2.3 Distinguishing rock                  movement of the earth’s surfaces.              and life?
strata by geologic                   3. Relate the structure of the interior of the
composition.                             Earth to Earthquakes.
4.1 Explain the plate tectonic       4. Demonstrate an understanding of the
theory using terminology                 relationship of earthquakes to other
such as continental drift,               catastrophic events.
seafloor spreading, lava,            5. Compare the constructive and destructive
magma, eruption, epicenter,              nature of earthquakes and their effects on
focus, seismic waves, and                the Earth’s surfaces.
subduction zone.
4.2 Describe types of                                                      Acquisition of Knowledge and Skill
volcanoes and faults.            Facts and Knowledge                                    Skill
4.3 Determining energy           Students will know…                                    Students will be able to…
release through                  *What causes earthquakes                               * Recognize the constructive as well as the destructive effects
seismographic data.              *How does the ground move during an earthquake         of earthquakes
                                       
                                 *Where do earthquakes occur most often                 * Use world maps and globes to locate where most earthquakes
                                 *How do scientists study earthquakes                   occur
        S
*Relate wave movement in water or spring to         *Observe the formation and movement of waves in water
wave movement in earthquakes
            a                                       *Use a spring to simulate different kinds of waves
*How can we design earthquake resistant homes       *Relate wave movement in a spring to earthquake waves
            n
*Which type of earthquake waves are faster          *Use a spring to model possible damaging effects of earthquake
            d
*Which type of earthquake wave is more              waves
destructive                                         *Design and build a model house that is resistant to shaking
            d
*How do earthquake wave move (direction)            *Record vibrations using a model seismograph
            e
* What is the epicenter                             *Analyze earthquake waves on an actual seismogram
*What is the focus
            c                                       *Locate the epicenter of an earthquake using data from three
*What is the difference between the Richter and
            i                                       seismograph stations
Mercalli Scales
            m                                       *Plot on a world map the locations of some of the earthquakes
*What is q seismograph                              that occurred during the 1990s
            a
*What is an aftershock                              *Identify the perimeter of the Pacific Ocean, The Mid-Atlantic
            l
*How do scientists locate the epicenter             Ridge and the Mediterranean-Himalayan Belt as areas of
            s
*What other catastrophic events are related to      intense earthquake activity
earthquakes                                         *Hypothesize about the reasons for patterns in the locations of
*What are tectonic plates                           earthquakes
*What are some constructive and destructive         *Examine the interior structure of some common objects
effects of earthquakes                              *Discuss how scientists study the structure of the earth’s
*What is the Ring of Fire and where is it located   interior
*How can we use earthquakes to study the Earth’s    * Recognize that an understanding of the motion of earthquake
interior                                            waves can help scientists formulate hypotheses about the
*What is the structure of the Earth’s interior      earth’s interior
*What is Pangaea                                    *Using computer images, will identify and describe layers of the
*What is the Continental Drift Theory               earth
                                                    *Plot the locations of volcanoes and compare these locations
                                                    with those of earthquakes
                                                    *Describe what a model is and distinguish models from real
                                                    objects or events
                                                    *Use models to simulate the movement of the lithospheric
                                                    plates as they collide, separate, and slide past one another
                                                    *Use a globe and a map to find evidence of plate movement
                                                    and to identify landforms—such as mid-ocean ridges,
                                                    mountains, and trenches—that result from plate movement
                                                    *Classify materials as either brittle or ductile
                                                    *Investigate the effects of applying a force to a model of a fault
                                                    *use a flow indicator, rheoscopic fluid, to model convection
                                                    currents in the mantle
                                                                                        *View computer images of the earth’s interior to observe
                                                                                        convection in the mantle
                                                                                        *Use appropriate vocabulary when communicating ideas about
                                                                                        the earth’s interior layers
                                                                                        *Identify movement in the earth’s mantle as one cause of plate
                                                                                        movement, earthquakes, and volcanoes
                                                                   Stage 2 - Evidence
Evaluative Criteria              Assessment Evidence
What criteria will be used in    Performance TASK(S): Designing an Earthquake Resistant House
each assessment to evaluate        Cooperative Groups will work to design and create an “Earthquake Resistant House” using specific materials.
attainment of the desired        Your group must first design a house than can resist shaking using one of the three types of foundations: loose sand,
Results?                         hardened sand, or plaster. You will use only the materials supplied which will include foundation, marshmallows, and
*Use appropriate models          toothpicks. You must submit a design plan which includes drawings before you begin construction. After building and
and manipulatives to             testing your house you will complete and evaluation of your project.
demonstrate knowledge of
the effects of earthquakes
on Earth’s surfaces.
Use appropriate models and
manipulatives to
demonstrate knowledge fo
the effects of earthquakes
on human life and habitats.
*Use appropriate models
and manipulatives to
demonstrate knowledge of
the different types of faults.
*Use appropriate models
and manipulatives to
demonstrate an
understanding of the
Continental Drift Theory.
*Use appropriate models
and manipulatives to
demonstrate knowledge of
the relationship between
the earth’s interior heat and
earthquakes.
                                        OTHER EVIDENCE:
                                        Quizzes will be given throughout the unit to determine if students know the appropriate vocabulary and concepts.
                                        Students will incorporate knowledge into drawings, graphs, and tables.
                                        Students will use notebooking skills to record experiment data and questions, along with other classwork
                                        assignments.
                                        End of Unit Assessment will be given to assess students understanding of key concepts.


                                                                         Stage 3 – Learning Plan




                                                 Summary of Key Learning Events and Instruction
     1. Inquiry 10.1-Thinking about Earthquakes-Cooperative groups will create concept maps to show what they think cause earthquakes and the effects
of earthquakes
     2. Inquiry 11.1 Cooperative groups will use a spring to simulate the motion of waves and apply their observations to specific types of earthquake
     waves.
     3. Inquiry 11.2 Cooperative Groups will design and build a model of an earthquake resistant house.
     4. Inquiry 12.1- Students will use a model seismograph to investigate how vibrations can be recorded on paper Inquiry 12.2-Students will analyze an
     actual seismogram recorded in Bellingham, Washington, during the Alaska earthquake of March 27, 1964.
     5. Inquiry 12.3-Students learn how scientists use the data recorded at seismograph stations to identify the epicenter of an earthquake.
     6. Inquiry 13.1-Students use earthquake data to plot and analyze the locations of earthquake epicenters on a world map in order to find out more
     about the earth’s structure.
     7. Lesson 14-students will use computer images to help them learn how scientists use earthquake data to study the earth’s interior. They will use
     common foods like a boiled egg or an apple to review the structure of the earth’s interior.
     8. Inquiry 14.1- Students will plot the locations of 20 volcanic eruptions to compare with the locations of earthquakes.
     9. Inquiry 15.1 and 15.2-Students will use models to simulate plates that collide, separate, and slide past one another.
     10. Inquiry 15.3-Students will relate the fracturing of brittle materials to faulting and investigate the effects of applying a force to a model of a fault
     to help them understand how faults in the earth’s lithosphere result from plate interactions and are a direct cause of earthquakes.

    TIER 2 INSTRUCTION STRATEGIES
    15. Read test orally to students, either individually or in small group.
    16. Use small group instruction. (Cooperative Groups)
    17. Modify amount of work and test as needed.
    18. Use alternative work as needed.
    19. Use literacy strategies such as, 3.2.1, GIST, 5 W’s, summaries, etc.
    20. Allow students to answer test and other work orally.
    Designing and Building an Earthquake Resistant House Rubric
Traits                       Understanding                                      Performance or Performance Quality




Scale         Weights

                                65 percent                                                   35 percent


4             Shows an above average understanding of the concept.              The concepts are presented in an engaging,
                                                                                polished, clear and thorough manner.
              Used an appropriate terminology

              Was able to explain clearly how this pertains to daily life

3             Shows a solid understanding of the relevant concept.              The performance is effective.

              The concepts used are appropriate for addressing the concept      The ideas are clear and concise.

              There is not a misunderstanding of the key ideas of the concept

2             Shows a limited understanding of the relevant concept.            The performance is somewhat effective

              The concepts and methods used are simple and inadequate.          There are some problems with clarity of
                                                                                the concept.
              Reveals some misunderstanding of the concept.

1             Shows little idea of the key concepts. The concepts and methods   The performance is ineffective and
              are inadequate for addressing the idea.                           provides little evidence of prior planning
                                                                                and consideration of the purpose or key
              Reveals major misunderstanding of the concept.                    concepts.

								
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