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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