INTEGRATED SCIENCE UNIT

Earthquakes
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4-5 one-hour time blocks 6-8 grade

Topic: Goal:

Earthquakes The goal of this unit is for students to gain a well-rounded understanding of earthquakes, their scientific background including how they occur and the social impacts they cause. This integrated unit will combine methods of instruction as well as content areas. Direct instruction, group work, hands-on work, presentations and testing will be used to teach about earthquakes and involve social studies, current events, science, mathematics, language arts (writing, reading and public speaking) and technology.
SCIENCE
The student demonstrates an understanding of the forces that shape Earth by [6] SD2.2 identifying and describing its layers [6] SD2.3 describing how the surface can change rapidly as a result of geological activities [7] SD2.1 identifying strategies for minimizing erosion [7] SD2.2 describing how the movement of the tectonic plates results in both slow changes and short-term events (e.g., volcanic eruptions, seismic waves, and earthquakes) on the surface The student demonstrates an understanding of cycles influenced by energy from the sun and by Earths position and motion in our solar system by [6] SD3.1 connecting the water cycle to weather phenomena The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by [8] SE1.1 describing how public policy affects the students life and participating diplomatically in evidence-based discussions relating to the students community (L) MATHEMATICS [7] G-3 using a scale factor to solve problems involving similar shapes (e.g., scale drawings, maps) (M5.3.3) M6.3.2 Interpret and analyze information found in newspapers, magazines, and graphical displays. M7.3.1 Analyze and summarize a problem using the relationships between the known facts and unknown information. M7.3.2 Select, modify, and apply a variety of problem-solving strategies including graphing, inductive and deductive reasoning, Venn diagrams, and spreadsheets. M7.3.3 Evaluate, interpret, and justify solutions to problems. WRITING The student writes for a variety of purposes and audiences by [8] 3.2.2 Writing in a variety of nonfiction forms (e.g., letter, report, biography, and/or autobiography) to inform, describe, or persuade The student documents sources by [7] 3.5.1 Giving credit for others ideas, images, and multimedia information by citing sources, including author, title, and publishing information (L) The student uses resources by [8] 3.6.1 Correcting misspellings using available software programs, including choosing the correct spelling option among several choices* (L) [8] 3.6.2 Using a thesaurus to locate and choose effective synonyms for common words* (L) [8] 3.6.3 Selecting and using formatting features to produce final draft (L) TECHNOLOGY A student who meets the content standard should: 1) use a computer to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide networks; A student who meets the content standard should: 1) convey ideas to a variety of audiences using publishing, multi-media, and communications tools; 2) use communications technology to exchange ideas and information

Methodology:

Alaska Standard:

 Objective(s): Define earthquake Describe the movement of the earth that creates earthquakes Understand basic earthquake information such as magnitude and intensity Relate earthquake information with societal impacts from an earthquake and current events of recent earthquakes Use technology to research historical earthquakes and safety information Use technology and creativity to create an educational brochure about earthquakes and safety

Student Assessment: Pre-test group assessment Unit exam Participation in group project: Create an earthquake brochure Individual grade for group project Participation in labs

Materials: List all materials used, including technology. Smart board or white board and appropriate marker Power point presentation for lesson one (attached) Current event (news paper clipping or video) Computers with internet access and printers Large paper for brochure backing, markers, pens, etc. for design Slinky, worksheets and compass for work stations (see separate center lesson plan)

Activities:

What will the teacher and children do to address the objectives?

LESSON ONE: Introduction Begin with a current event. Due to timing, the 2011 Turkey earthquake had recently occurred and was all over the news. I began class by reading a witness account of the turmoil in Turkey. This was very captivating to many students and set the stage for a good discussion on the devastation of earthquakes and the societal impacts of major natural events. It may be appropriate to cover an event that the students are familiar with from social studies class. Learning Activities Group Pre-Test Students worked in groups of three to answer questions about earthquakes. This pre-test allowed me to direct my instruction and the upcoming discussion. Students had 2 minutes to think, 5 minutes to write and discuss and then each group shared what they knew and we made a list of them all on the board. Students took notes. Pre test questions: What is an earthquake? How do we measure earthquakes? What causes an earthquake? Do you know the largest earthquake in the world? In Alaska? What can people do to prepare for earthquakes? Power Point (direct instruction and discussion) The direct instruction includes information that defines commonly heard earthquake terms and a review about plate tectonics and what is happening inside the earth that leads to an earthquake. Closure Current event I chose a second piece of news that focused on the main parts of the earthquake, including magnitude, intensity, death toll, etc. As I would read a certain section we would use knowledge gained (or reviewed) and define it on the board. For instance, the article discussed the location of the quake so we reviewed fault lines to learn why its common for Turkey to have large earthquakes.

LESSON TWO: Introduction Story of the famous 1964 Alaskan earthquake. Learning Activities Group assignments Group students so that each group has a range of ability levels. Have groups work together to choose a historical earthquake to research. Each group should choose a different earthquake. Some chosen were the Haiti earthquake, Japan earthquake, Chile earthquake of 1960, etc. Research Hand out project requirements with sample questions to each group. Have groups start researching online, at the library, etc. (A project guide sheet is attached) Closure As class comes back together, discuss what a quality source of information is and where to find them. What components must a website have to be a reliable source of information? Also discuss citing and bibliographies. LESSON THREE: Introduction Directions for centers (see lesson plan for seismic slinkies and epicenters) Learning Activities Centers (follow separate lesson plan) Group research While waiting for a center to open or once finished, students should work on research for their brochure. Closure Review of centers. Question/answer on brochure project.

LESSON FOUR: Introduction Start with some thought provoking questions. Have students write their predictions in their journals. Suggestions: what happens to buildings during an earthquake? Which types of waves did you decide yesterday (seismic station) would affect a building the most? Which type of building would be safest? Learning Activities Go over the directions for the computer simulation lab http://www.microsoft.com/education/en-us/teachers/plans/Pages/earthquakes.aspx From the website: In this activity, you will work in groups, or alone, to simulate earthquakes of different magnitudes online and observe how they affect buildings. First you will make construction choices that you think will help a building survive an earthquake. Then youll choose the location and the magnitude of the earthquake. After the simulation youll examine the earthquake-proof construction to see how effective it was. You will chart your simulated data in Microsoft Excel so you can develop conclusions based on your findings and present them in a written report. Due to time constraints teachers may opt to skip the report section or have them write a short summary in their journals. Closure Review discussion of how things went and what students found. Students should submit lab sheet (answer sheet provided on website). Remind students of due date for brochure and upcoming exam. LESSON FIVE: Introduction Exam (will take most students 20-30 minutes, allow for 40). Students finished early can put finishing touches on presentation, brochure or read. Learning Activities Brochure Presentation. Each group presents for 1-2 minutes. Should take about 15 minutes. Closure Collect brochures. Introduce upcoming unit for students to think about until next class.

Differentiation for special learners: Varying Academic Levels: Students will be involved in both independent and group work. Groups should be aligned so that varying academic levels exist in each group. Students with appropriate IEPs can have their exam questions and lab questions read to them. Visual Learners: Visual learners will have many opportunities to view direct instruction presentations and videos if desired. Kinesthetic learners: Certain labs are hands on and creating a brochure helps enforce understanding of written information. Auditory Learners: Direct instruction, videos and other sources of information provide knowledge verbally. How is this lesson sensitive to cultural and language issues?: One of the best parts of this unit is that by integration we add in social and cultural aspects. The type of current event, its location, or other social information added can be adjusted to fit the teachers goals for his or her students. For discussion with host teacher or supervisor: Examples of questions for reflection after the lesson: How did the lesson go? Did the students meet the objective? How do you know? This unit went very well. Having students doing their own research and teaching while participating in smaller projects daily was a nice combination of learning styles for the students. The test showed that most students met the main objectives. The brochure demonstrated a wider-range of the knowledge they gained about earthquakes. Were there any unexpected events? How effectively did you respond? None that I recall. Comment on one student who did particularly well and one who did not meet your expectations. Why did this happen? What can you do to follow up with the student who did not do well? Many of the students did well on certain aspects. I took the time to follow up with students if they did poorly on a lab and provide one on one time explaining the main points. All the groups did well on their brochures. Are there any changes you would make in this lesson if you could do it again? Why? These students had some time in social studies to work on their brochures as my host teacher incorporated the project into both parts of the curriculum (a true integrated lesson!!). Had that not occurred, they would have had difficulty finishing the brochures so more time should be allowed. I also would have liked to add more about Alaska specific things. We learned that Alaska has several hundred earthquakes a day, but I would have liked to have mapped them out or graphed them over a weeksomething along that line. Student Profile: Seventh and eighth graders with a high level of IEPs in the class.

 Artifacts: Brochure Sample Science Journal Entry

 Reflection: This project was part of a larger unit about the Earth. Before looking at earthquakes we had studied about plate tectonics, continental drift, fossils and more. After this week we built and blew up volcanoes. Because students each have different and unique strengths and weaknesses I try to create lessons that have a varied style of instruction and assessment. I also try to make things as hands on as possible. That made this particular section difficult. Building volcanoes was very hands-on but this took some planning to set up labs and classes that were more than just sitting down for direct instruction. The pre and post-test was a challenge as well. I didnt do a formal paper/written pre-test because of the IEP challenges in the classroom. The group format worked extremely well and let me know where they were. For the post-test, those with specified IEPs could have the questions read to them. It was a hard test! Lesson plans, power point, grading rubric and exam are attached. Exam covers about 6 weeks worth of material (not just earthquakes).