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Alexandra Baldwin & Allison Reiter Volcanoes & Earthquakes! Mini Unit- Lesson 3

Earth quakes Grade: 3

Note: This lesson will take (at least) 2 days to complete because the class is on a 1st grade reading level.

Lesson Essential Questions:

1. What are the different tectonic plate movements?

2. Which plate movements cause earthquakes?

3. Why do earthquakes happen in the same places/geographic areas?

4. How does this relate to “Pop’s Bridge” and “The Golden Gate Bridge” text?

5. What is an earthquake?

6. What causes an earthquake?

7. How do earthquakes cause physical damage to the earth (what are the

effects of earthquakes)?

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Standards:

● NGSS.2-ESS1.1- Use information from several sources to provide evidence that Earth’s events can occur quickly or slowly.

● NGSS.4- ESS2.B: Plate tectonics and large-scale system interactions. Why do the continents move, and what causes earthquakes and volcanoes?

● NGSS.4-ESS3.B: Natural Hazards- How do natural hazards affect individuals and societies?

● NGSS.4-ESS2.2- Analyze and interpret data from maps to describe patterns of Earth’s features.

● NJSS.6.1.4.B.1- Compare and contrast information that can be found on different types of maps and determine how the information may be useful.

● CCSS.ELA-LITERACY.SL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

● CCSS.ELA-LITERACY.SL.3.2- Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

● CCSS.ELA-LITERACY.SL.3.4- Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

● CCSS.ELA-LITERACY.W.3.8- Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

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Learning Objectives & Assessments

Objectives Assessments

Students will be able to describe an earthquake.

During the class discussion, students will be asked to describe an earthquake and the possible aftermath. Students will work in groups to research different earthquake questions. Each group will share their findings with the class.

Students will be able to apply previous knowledge.

Students will need to remember some of the information they learned in the previous lessons. Specifically about plate tectonics, the formation of volcanoes, and the Golden Gate Bridge.

Students will make connections to the texts they are reading in class about the Golden Great Bridge.

Students will understand and be able to explain how construction of the Golden Gate Bridge connects to earthquakes and fault lines.

Students will be able to explain how tectonic plate movement causes earthquakes.

The teachers will ask comprehension questions. Students will participate in a class discussion on the topic. Students will conduct research in groups to answer various earthquake questions. Students will complete a worksheet.

Students will be able to explain the cause and the many effects of earthquakes.

Students will work in groups to research (using iPads) different earthquake questions. The groups will share their responses with the class.

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Materials: notebooks, Earthquake packet (contains a worksheet, diagrams/maps,

the research questions, and the vocabulary sheet), pencils, projector, computer,

iPads.

Prior Knowledge: Students will have learned about the parts of a volcano. Students will have a basic understanding of tectonic plate movements. Some students will know which plate movement causes earthquakes.

Lesson Beginning: Students will watch a video about earthquakes.

https://www.youtube.com/watch?v=VSgB1IWr6O4

Vocabulary

(1) Earthquake (2) Fault / fault line (3) Seismic activity (4) Richter Magnitude Scale (5) Seismic waves (6) Epicenter (7) Focus/ hypocenter (8) Tsunami (9) Aftershock

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Instructional Plan *The questions are included throughout the instructional plan*

1) 0-20 minutes - The teacher will call students, row- by- row, to the carpet. Students will listen as the teacher reads chapters 1-3 (the rest will be read during “Read Aloud” time throughout the week) of The Magic Tree House: Earthquake in the Early Morning .

● The teacher will periodically ask comprehension questions and identify difficult vocabulary for students.

2) 15-30 minutes- The teacher will distribute a vocabulary list to each student. Then, the teacher will carefully go through the vocabulary and explain each word to the students.

Students will then participate in a discussion about earthquakes.

The teacher will ask the following questions:

1. How do you think it would feel if you were caught in an earthquake?

2. Where do you think earthquakes happen?

3. Do you remember when we discussed plate tectonics? Which plate movements cause earthquakes?

4. How often do you think earthquakes happen?

5. How do we measure earthquakes? What’s that scale we talked about called?

6. Does anyone have any questions about earthquakes that they would like to research?

7. What kind of physical damage do earthquakes cause to the Earth? What are some effects of an earthquake?

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3) ~5 minutes- Students will be assigned to work in groups of 4 to research different questions about earthquakes. Each group will research a different question.

● Students will be grouped based on ability and behavioral needs. Groups will consist of higher-level students and lower-level students. Those who don’t work well together will not be placed in the same group.

● The teacher will then assign the research questions based on the student’s interests.

● The teachers will help each group research and write their response.

4) 30-40 minutes- Students will then split into their assigned groups to research their earthquake questions. The teacher will assign each group member a job/task.

● Each group has the same jobs/tasks which include:

● 2 researchers (they gather the information) ● 2 writers (they record the answers to the questions)

● All group members will participate in “sharing” the answers to their research questions.

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5) 20-30 minutes- Each group will share their answer/findings with the class. They will read their written response.

● Students in the audience will be allowed to ask each group 2 questions about their topic.

Questions: See “Instructional Plan” & “Possible Research Questions”

Classroom Management

● The teacher who isn’t actively teaching, will make sure students remain on-task.

● The teachers will assign the groups for the experiment/activity. This ensures that those who need help will be working with higher-level students.

● Also, we will not place the following students in the same group: those who don’t get along/work well together, and those who have a tendency to misbehave and/or not do their assignments.

● From previous experiences, we have found the above strategy successful for grouping and pairing our students.

➜ We already know which students should and should not be grouped together.

● Those who misbehave or misuse the iPads during the activity will first receive a verbal warning. If this occurs a second time, they will be removed from the activity; they will then complete additional written work (on this topic) in lieu of the activity.

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Differentiation

● Higher-level students will be grouped with lower-level students in order to receive help throughout the entire research phase of the lesson.

● Students will be be assigned research jobs/tasks based on ability. Stronger writers will do the writing for their group. This allows each group to generate a more complete, thorough, and understandable answer to their research question.

Transitions

● Students will be aware of how much time they have to complete each task. Teachers will announce how much time is left multiple times during each lesson phase.

● At the beginning of each part of the lesson, a teacher will provide an overview of the what students will learn and the accompanying assessments. A teacher will explain the directions and expectations (including consequences) that each student must adhere to.

● After the activity, one teacher will call the groups to clean up. Groups will

be called one at a time.

Closure 5-6 minutes- The teacher will ask if the class has any remaining questions. Then, the teacher will play this closing video on earthquakes.

https://www.youtube.com/watch?v=e7ho6z32yyo

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POSSIBLE RESEARCH QUESTIONS:

➢ Teachers will provide proper/appropriate digital sources for students to use. The following link is one such example.

○ http://eschooltoday.com/natural-disasters/earthquakes/what-is-an-earthquake.html

1. The Golden Gate Bridge is partially located in San Francisco, and it’s close to a fault line.

● What is the name of this fault line?

● What safety measures did the bridge engineers use in order to make sure the Golden Gate Bridge is sturdy?

● Has San Fransisco ever experienced an earthquake? If so, choose one of the earthquakes and summarize it.

2. Research the recent earthquake that happened in New Zealand on November 14, 2016.

● Provide a summary of what happened.

● What was the magnitude of this earthquake? (Richter Magnitude Scale)

● Describe the effects of the earthquake? (Tsunamis, aftershock, damage, etc.)

3. Research the 2011 earthquake in Japan.

● Provide a summary of what happened. ● What was the magnitude? (Richter Magnitude Scale) ● Describe the effects and aftermath of the earthquake? (Tsunamis,

aftershock, damage, etc.)

http://www.livescience.com/39110-japan-2011-earthquake-tsunami-facts.html

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4. Research the fault lines all around the world.

● What is a fault line? How does it form? ● Why do earthquakes happen here? ● What are the different types of fault lines? ● List 5 major fault lines around the world.

5. The Richter Magnitude Scale is used to measure earthquakes.

● When was it invented? ● Who invented it and why? ● Is the Richter Scale still used today? ● Which earthquake was recorded as the highest on the Richter Scale? ● What country and year did it happen?

6. Research an earthquake that has happened in the United States.

● Where and when did this earthquake happen?

● Explain/ summarize the event.

● Describe the aftermath (Tsunamis, aftershock, damage,etc).

● Has another earthquake happened in this same location? Why do you

think that is?

7. What measures can you take before, during, and after an earthquake?

● If scientist can predict that an earthquake is going to happen, what should you do?

● If an earthquake starts happening, what parts of the house are safest to take cover?

● If you were to pack an earthquake emergency bag, what would be in it?

● What are ways you can help in your community after an earthquake has occurred?

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WORKSHEETS/ DIAGRAMS IN THE PACKET

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Name: _________________________________ Date:____________________

Use your iPads to answer the following questions

1. What type of tectonic plate movement causes earthquakes? Circle one

answer.

a. Convergent

b. Divergent

c. Transform

2. If an earthquake happens under oceanic crust, what other disaster does it

cause? Circle one answer.

a. Tornado

b. Tsunami

c. Avalanche

3. Earthquakes are measured by the ______________ ______________.

4. San Francisco, California is on a ______________ line.

5. What other locations have earthquakes? List two places.

a. ___________________

b. ___________________

6. When tectonic plates move, there is a build up of ______________ that

releases and can cause an earthquake.

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Vocabulary Sheet

1. Earthquake- a sudden and violent shaking of the ground, caused by tectonic

plate movement or volcanic eruption

2. Fault / fault line- a break or fracture in the ground that occurs when the Earth's

tectonic plates move or shift and are areas where earthquakes are likely to occur

3. Seismic activity- the type, frequency, and size of earthquakes that happen over

a period of time in a certain area.

4. Richter Magnitude Scale- measures the intensity of an earthquake, and the

result is a number from 0 to 10.

5. Seismic waves- energy waves in the Earth produced by an earthquake or other

means.

6. Epicenter- the central point of something, or the point of the Earth's surface

RIGHT ABOVE the focus of an earthquake.

7. Focus/ hypocenter- the UNDERGROUND focus point of an earthquake.

8. Tsunami- a long, high sea wave caused by an earthquake

9. Aftershock- a smaller earthquake following the main shock of a large

earthquake.