5-E Model Lesson

Title Technics with GIS

Purpose/Rationale Using the technology of geospatial information system I want

to allow my students to get a different perspective of the plate
technics seeing how they influence the area around them
through earthquakes. Also so that my students understand

Community Resources I want to show my students where they are on the map and
and meetings needs of allow them to connect to the world on a large scale seeing
particular population how their environment was constructed. My students see the
of students Blue Ridge mountains every day and I want them to learn
how they developed.
Virginia SOLs ES. 1 The student will plan and conduct investigations in
which
a) Technologies including computer, probe ware, and
global positioning systems (GPS) and used to collect,
analyze, and report data and to demonstrate concepts
and simulate experimental conditions
ES.8- the student will investigate and understand geologic
processes including plate tectonics. Key concepts include
a) How geologic processes are evidenced in the
physiographic providences of VA including the costal
plain, piedmont, blue ridge, valley and ridge, and
Appalachian plateau
b) Processes (faulting, folding, volcanism,
metamorphism, weathering, erosion, deposition, and
sedimentation) and their resulting features; and
c) Tectonic processes (seduction, rifting and sea floor
spreading, and continental collision)

Materials and http://education.maps.arcgis.com/home/webmap/viewer.html?

Resources webmap=2d07a4a00e3f49b09c96ac9b73d7e5f4

http://oceanexplorer.noaa.gov/facts/plate-
boundaries.html

https://earthquake.usgs.gov/learn/kids/eqscience
.php

http://earthquaketrack.com/v/southamerica/rece
nt

http://www.geo.mtu.edu/UPSeis/magnitude.html
 https://play.kahoot.it/#/k/a41a668b-09a4-4eaa-9f47-
c30cb284fade

Each student needs 3 different color writing utilities

Safety and Class Make sure they stay on the website I want them to explore
Management Issues and not wonder on the internet. Give them only a list of
websites to research more about technics but ensure that they
dont just go on Wikipedia for the information.
Procedures for Teaching (numbered with time frame)
Engage I want to show them a video from an Earthquake that
allows them to see what it is like when they are
experiencing it first hand. There is a lot of good video
from the Japans recent earthquakes that I can pull up.
https://www.youtube.com/watch?v=SDp5tHmC2bk
After showing them what happens when an
earthquake happens I want them to guess. I want them
to ask themselves when is physically happen to the
ground when an earthquake happens.
I will then transition them to their chrome books to
explore a website (link about in materials)
Explore Students will be given their activity sheet to follow
I will have an activity sheet for students to follow
using esri and other websites

Explain (include key I want to start by having students guess where

vocabulary/concepts as divergent boundaries, convergent boundaries, and
related to exploration) transform plate boundaries are.
I will have them then go find out using esri where the
plate boundaries are and what type of boundary is
there. Based off the type of boundary they will then
predict the direction the plate is moving.
They will also learn where major earthquakes are
happening as well as what does the magnitude of an
earthquake mean
They will also explore a case study of an area that is
being affected by earthquakes to learn to have
compassion for the area
Once everyone is done with the activity sheet, we will
then go over it together using the smart board.

Elaborate I want them to learn how these earthquakes are not just
numbers, but how each time one happens this affects people.

Evaluate
Formative
I will see how my activity sheet worked to guiding
their inquiry learning. If the majority of the students
did poorly on it then I know that I did not teach them
well and need to adjust my practices.
I will also keep formative assessment on my mind
during the lesson to know which students were not
engaged or kept goofing off
Summative This is a 1day (90 minute block) lesson plan. The summative
assessment will be at the end of the unit. The summative
assessment will be each person making a poster with a map.
From the map I want them to include key words and concepts
(convergent, divergent, transformative, ect.) that they have to
place on the map. They will also have to do exert boxes that
connect to different areas on the map that are examples of
towns that are being influenced by these things.
Activity Sheet Below.
 Cracked Plates
Activity Sheet
Name: ____________________________________________

Before getting online

Draw on the map below where you think Earth plates divide,
remembering that there are 7 plates on Earth:

Why did you drawl the lines where you did?

________________________________________________________________________
________________________

________________________________________________________________________
________________________

Now go to
http://education.maps.arcgis.com/home/webmap/viewer.html?
webmap=2d07a4a00e3f49b09c96ac9b73d7e5f4
Click to turn on the layer of Earthquakes of 5.8 > magnitude. Based
on this image draw another line of where you think the layers could be.
Did you predication change? Predict how would earthquakes and plate
technics have a relationship?

On another tab go to
https://earthquake.usgs.gov/learn/kids/eqscience.php

In the space below explain what is an earthquake? Why does the earth
shake?

________________________________________________________________________
________________________

________________________________________________________________________
________________________

________________________________________________________________________
________________________

________________________________________________________________________
________________________

How do people measure, locate, and predict earthquakes?

________________________________________________________________________
________________________

________________________________________________________________________
________________________

________________________________________________________________________
________________________

________________________________________________________________________
________________________

Turn off the Global Quakes of Large Magnitude 5.8 or Greater. Turn on
the layer labeled, Plate Boundaries. On the map on the first page,
draw these lines with another color. Click on the first symbol below the
name of the layer to see the legend.
Red =_______________________________________________________________

Blue =______________________________________________________________

Black =_____________________________________________________________

Use this http://oceanexplorer.noaa.gov/facts/plate-boundaries.html

website to look up the definitions of:

Divergent Boundary =
_______________________________________________________________________

________________________________________________________________________
_________________________

Convergent Boundary=
_____________________________________________________________________

________________________________________________________________________
_________________________
Transform Plate Boundary =
_______________________________________________________________

________________________________________________________________________
_________________________

Based on these definitions and looking at the maps legend-

Is North America and Europe moving together or away?
_____________________________

Where movement is happening around India? What is the consequence

of this?

________________________________________________________________________
_________________________

________________________________________________________________________
_________________________

When California has an earthquake, what does that mean is happening

to their plates?
________________________________________________________________________
________________
________________________________________________________________________
_________________________

Turn on the Absolute Plate Motions to test your predictions above.

Turn on only the South American Quakes layer. Clicking on the second
symbol below the name of the layer, how many earthquakes has South
America have since 1997 that were 5.8 magnitude and above?

Click on the third symbol to change symbol. Change the choose an

attribute to show to represent the magnitude. See how the
presentation of the earthquake changes. Now change this to all of the
layers for the earthquakes.

Which area are earthquakes affecting the most?

_________________________________________

Look up what the magnitude of earthquakes mean?

http://www.geo.mtu.edu/UPSeis/magnitude.html

What does it mean when you hear an earthquake had a magnitude of

5.5 to 6.0?

________________________________________________________________________
_________________________

What does it mean when you hear an earthquake had a magnitude of

6.1 to 6.9?

________________________________________________________________________
_________________________

What does it mean when you hear an earthquake had a magnitude of

7.0 to 7.9?

________________________________________________________________________
_________________________

What does it mean when you hear an earthquake had a magnitude of

5.8 or greater?
________________________________________________________________________
____________________
Look up a town in South America that has recently been hit by an
earthquake.
http://earthquaketrack.com/v/southamerica/recent

Case Study:
Find a town on this website and then look up that town. Try to put
yourself in their position to see how earthquakes influence their lives.
You can see what their buildings are structured and how much capital
they have to repair their buildings if they get cracked by the
movement. Predict how the earthquake would affect their economy,
and then think about how their lives are. Include a photo from their
town.

________________________________________________________________________
_________________________

________________________________________________________________________
_________________________

________________________________________________________________________
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________________________________________________________________________
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