Science Education Plan
Central Washington University
Dane Riner
Title of lesson: Changing the Earths surface: Earthquakes
Activity: The effect of earthquakes on the earth surface
Grade: 3rd
EALRs: 1. SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems. 1.3.4. Know processes that change the surface of Earth.
Students will need to learn that the earth around them has not always been in that shape or form and will not always stay in this shape or form. Students will learn how this change in the earth' surface happens.
2. INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
2.2.3. Understand why similar investigations may not produce similar results.
Students learn that not all scientific research will produce the same results. By doing activities in the classroom and then observing others that have done the same thing and have different results will show students this aspect of science.
NSES-
Science Content Standards: 5-8 Science as Inquiry CONTENT STANDARD A:
- Students in grades 5-8 should be able recognize the difference between evidence and explanation.
The students will actually be able to see what happens to the earth in an earthquake rather than just reading an explanation.
Science Content Standards 5-8 Earth and Space Science CONTENT STANDARD D:
-all students should develop an understanding of the structure of the earth system, Earth's history, Earth in the solar system.
The students learn how the structure of the earth is affected by the earthquakes.
Non-science standards
Communication EALR 1. The student uses listening and observation skills and strategies to gain understanding.
Writing EALR: 1.5. Publishes text to share with audience.
NETS-
1. Creativity and Innovation- b. create original works as a means of personal or group expression. Students take before and after pictures of their earthquake liquefaction models. This will allow the whole class to see each model before and after the earthquake. The students will then video the process of modeling liquefaction. Students will then watch the video in slow motion to watch how the model buildings, cars, and other things react. Students will also observe how the different soils react. Each group will then show the class their video of their model in slow motion and in normal motion. This is a creative way for a group to demonstrate what their model actually looks like in the simulation earthquake. It gives students the opportunity to use technology to view the process in a variety of creative ways.
2. Communication and Collaboration- a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. The watching of the YouTube videos provides students with the opportunity to view things in a digital media and discuss and collaborate what is being watched that relates to the lesson.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. The making of the video shows that students can work together as a group to produce something digitally and then show it to the class by using digital media.
The use of the technology will help students to meet the objective because the technology gives students the opportunity to look at a variety of methods to determine how an earthquake changes the earth's surface.
http://www.youtube.com/watch?v=4Y-62Ti5_6s- Earthquake damage
http://www.youtube.com/watch?v=KLZFlnND0hA&feature=related- liquefication
Objectives- What students can Do: Provide them a model of what an earthquake can do by using water and different soils. This shows whether students can determine what happens during an earthquake that changes the surface of the earth.
What students will Know: Students will be able to explain what happens during the earthquake that would change the earth's surface. They will see that an earthquake causes ripples, shaking, cracks and shifting of the earth's surface.
Student background knowledge- Students know that earthquakes cause damage to buildings and the earth's surface. They know that earthquakes are scary and that people can get hurt or worse by them.
Materials and Equipment-
For demonstration
- 8x11 metal pan
- Gallon of sand
- Gallon of water
- Video camera
- Digital camera
- Projector
- Computer
For the experiment
- Gallon of sand
- Gallon of dirt
- Gallon of flour
- 4 clear plastic Tupperware bowls
- 2 gallons of water
- Various objects(toy cars, toy people, blocks)
Elaboration and Evaluation
- Slideshow book with picture slides inside
- You tube video showing liquefaction from earthquakes and damage caused by earthquakes.
- Worksheet about the damage shown on each slide
Safety Precautions- keep water and soils off the ground.
Do not eat any soil or drink the water.
Do not touch your eyes after handling the soil.
Focus Question- 4 min
- The class will discuss background knowledge of earthquakes and teacher and students will share stories of earthquake experiences.
T- Has anyone ever been in an earthquake? Have you heard about any stories from someone who has been in an earthquake?
S- Some stories may be told of someone they knew that was in an earthquake.
T- What do you think it would be like to be in an earthquake?
S- scary, awesome, lots of noise, etcÉ..
Engage/Anticipatory set- Class will discuss how earthquakes affect the earth's surface and what other outcomes may occur when an earthquake strikes an area of the world. Students will watch a YouTube video of the damage done by earthquakes. Students will watch a demonstration by the teacher of what happen with underground water when an earthquake occurs.
http://www.youtube.com/watch?v=4Y-62Ti5_6s- Earthquake damage
2 min- Today we are going to look at how earthquakes affect the earth's surface.
T- What are some of the effects an earthquake can have on the earth?
S- Students call out various outcomes such as big cracks or holes in the ground.
T-What other outcomes may occur as a result of an earthquake?
S- people get hurt, buildings crash, tress fall down,É..
T- acknowledges answers but will not agree or disagree with the answers that are given.-
5 min- T- Demonstration using the sand and water in the pan.
Procedures:
1. place a half inch of water in the pan
2. place sand on top of the water
3. level out the sand over the water until an inch is above the water.
4. shake the pan for 20 seconds
T- Write down 2 observations on a piece of paper what that they noticed about the earthquake demonstration.
S- Cracks in the sand, water moves all over.
Exploration- 10 min- Students will be placed in groups of three and make their own earthquake simulation experiment. The students will follow the same procedures as the teacher demonstration for their own experiments. The students will use dirt, and flour to compare how different soil types are affected by an earthquake. Students will make three sections for each soil type on their paper. Students will then have a group member take pictures with the digital camera of the model before they shake it, and then a picture after they shake it. Another student will use the video camera to video the process the model goes through while they simulate the earthquake.
T- What did you notice about the flour earthquake? Write two observations about what you see happening
S- Water moves all over the flour , the flour breaks up.
T What did you notice about the dirt earthquake? Write two observations about what you see happening.
S- Flour crumbles, falls apart, sinks on some sides.
Explanation- 8 min-
The class will watch each group's videos in slow motion and real time. Then discuss what their groups observed from the experiments. They will discuss each soil type and how the earthquake affected it and why they think this happened.
T- What did your group notice about the dirt earthquake?
S- The water seeped through to the top....
T – What was the main difference between the dirt earthquake and the flour earthquake?
S – The flour crumbled more and allowed more water up on top.
T- What were the similarities between the flour and dirt?
S- The water went up on both....Both had some crumbling.
T- How were the flour and dirt earthquakes different from the sand earthquake that I showed you?
S- The sand had more cracks than both the dirt and flour.
Elaborate- 8 min-
Students will relate the information they have learned and apply them to real world pictures. Students will watch the YouTube Video of how liquefaction works in real time. Students will be shown pictures of the effects an earthquake has on the surface and other outcomes that may happen.
http://www.youtube.com/watch?v=KLZFlnND0hA&feature=related- liquefication
T -Do these pictures show some of the things we saw in our experiments?
If yes, what are the specific effects you see in the pictures that you saw in our experiments?
S- Some picture show that there is a big crack in the ground, the ground has collapsed.
Evaluation/Assessment
The students will complete a worksheet of the pictures they see during the elaboration process. The students will write at least 3 evidences they see about the earthquake, this will demonstrate how it has affected the surface of the earth. The students will be evaluated on how they observe earthquake damage.
Scoring Rubric:
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Meets criteria |
Needs more improvement |
Doe not meet criteria |
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Earthquake Activity |
Student writes down 2 observations per experiment (dirt, flour). |
Student writes down 1 observation per experiment (dirt, flour). |
Student does not write down any observation. |
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Meets criteria |
Needs more Improvement |
Does not meet criteria |
|
Evaluation of real earthquake pictures |
Student writes three or more observations about evidence they see in each picture |
Student writes 1-2 observation about evidence they see in each picture. |
Student writes no observations. |
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Teacher can read all answers |
Teacher can read 1-2 answers |
Teacher cannot read any answers |
Name: ________________________________ Class: __________ Date: _______
Earthquake Damage Worksheet
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Location of Earthquake |
In this slide, what is the evidence that an earthquake occurred? |
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References
Digital Library for Earth System Education http://www.dlese.org. retrieved: May 18 2008.
USGS Science for a Changing World, http:earthquake.usgs.gov/learning/facts.php retrieved May 17, 2008
Teacher Background information:
In some areas, severe earthquake damage is the result of liquefaction of soil. In the right conditions, the violent shaking from an earthquake will make loosely packed sediments and soil behave like a liquid. When a building or house is built on this type of sediment, liquefaction will cause the structure to collapse more easily. Highly developed areas built on loose ground material can suffer severe damage from even a relatively mild earthquake. Liquefaction can also cause severe mudslides, like the ones that took so many lives in the recent earthquake that
shook Central America. In this case, in fact, mudslides were the most significant destructive force, claiming hundreds of lives.