MeganMichaelScience7


 * Lesson Topic and Description:** "Earthquake Essentials" (3 part lesson or "mini-unit")

*Day Three: Application of Lab into Earthquake and Society: Earthquake zones, retrofitting buidlings and city structures.
**__Focus on Concepts__**
 * Earth's surface is costantly changing and these changes are a mixture of slow, gradual actions(ex:erosion) and sudden changes (ex:earthquake).
 * Science Inquiry Design
 * Scientific ‍‍‍‍‍‍‍Models ‍‍‍‍‍‍‍
 * Use for Technology in Science; how society influences the need for technology design.

* Design a more-advanced and realistic model of a retrofitted building, rather than the simple marshmallow designs.
You could have them work in groups and bring in their own materials to see what they think is going to be the most durable. Get a BIG piece of wood or posterboard and have a jello block for all groups so that all groups are on the surface that is shaking and they are all affected by the EQ at the same time with the same magnitude and intensity.

**__Use of Primary Sources, Artifacts, and Real World Objects__**
*Look at original seismograph readings and analyze.
 * Building of models
 * Model P and S waves with slinkys and giant slinky.

**__Includes In-Depth and Critical Analysis__**

Activity: Find a map of the US and a copy of the S-P time method graph. You could set up 3 EQ stations that would register an EQ... depending on how far apart the S and P waves were, you can determine how far each was away... and then see where the circles intersect. Depending on how much time you have to set it up, you can have a myriad of different EQ sites, and they have to decide depending on which form they have where their EQ originated. (See Ashley if you have questions... I created this activity last year... )

‍ **__Fosters Creative Expression__**
PSA about EQ safety in groups that covers why they can be so dangerous. Perhaps include ways that they can help EQ proof their home? Build your own siesmograph.

Level of Thinking (Bloom's):
Knowledge: Where do earthquakes occur? (answer: fault lines, learning through introduction power point) Comprehend: Explain what causes earthquakes to occur (also learned through P.P.) Apply: Given a map of three different cities where a particular earthquake was felt, use the S-P time method to determine the epicenter of the quake. Analysis: Compare the earthquake-hazard levels of 2 or more different locations. Then analyze: How much money should be spent retrofitting in each city? Are there other cultural factors to consider? OR Analyze what happened in the 2010 Haiti Earthquake and why there was so much damage compared to other earthquakes of similoar strength. Snythesis/Evaluate: Evaluate plans for two different retrofitted building. What are the pros/cons of each design? Create: Design and build an earthquake-proof model.

=﻿Assessment:= Option #1: You and a partner will create a 3-D model of a retrofitted building and present it to the "panel of experts" (classmates). You must describe and label all the parts that make it a good designe. The experts may ask questions at the end of your presentation.

Option #2: Design a video on Earthquake Safety, intended for an audience of peers and/or the general public. Students will have a checklist of items they must include during their video. For example: "Know your earthquake risk and how the quakes work," "Is your building safe?" , "Preparing an earthquake emergency kit," and "What to do when the quake strikes!" For the video, students can all be the experts, or one student could be a news anchor and the other can be a scientist/expert in the field of experts.

**Unit Name and Lesson Plan Title: Earthquake Essentials**

 * Author: Grade and Subject: 7th Grade Science *Background information and inital lab idea from __Holt Science & Technology(2003)__**


 * Annotation:**

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 * Day One: PowerPoint/Background: "What is an earthquake?", Causes of Earthquakes, Locations of Earthquakes/Earthquake Zones, Types of Earthquake waves, Earthquake measurement, Tsunamis. Students will take notes in outline form during this part of the lesson to gain background informatin.**======

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 * Day Three: Application of Lab into Earthquake and Society: Earthquake zones, retrofitting buidlings and city structures. Through an internet webquest/research, students will learn about various structures.**======
 * Days 4-6: Students will create their Earthquake Safety Videos.**

**Student Learning Outcomes or Objectives:** **1. Students will gain an understanding of how and why earthquakes occur.** **2. Students will use the scientific method through and inquiry lab and draw conclusion as to helpful characteristics of a retrofitted design.** **3. Students will understand how current earthquake-zone buildings are designed and other methods for staying safe in a quake.** **4. Students will create an earthquake safety video for an audience of their peers living in an eartquake-zone.**


 * Standards:**

7.2.4: Explain how convection currents in the mantle cause lithospheric plates to move causing fast changes like earthquakes and volcanic eruptions, and slow changes like creation of mountains and formation of new ocean floor.

6 days, 45 minutes each
 * Total Duration:**

Part One: PowerPoint and student note guide Part Two: Toothpicks, marshmallows, paper plates and prepared jell-o. Tip: Make "jigglers" so that the foundation is not so "soupy." Part Three: Internet weblinks/science textbook Part Four: Video Cameras, various props (students may be able to bring these in), video editing program.
 * Materials and Equipment Needed:**

**Lesson and Learning Activities:**
 * **Steps including time for each:** (logical progression, clear teaching instructions with good detail; how students are working; type of learning)
 * **Lesson attachments or weblinks:** (for particular steps with guidance for what, who and how to use it)
 * **Differentiation within High Ability Group:** (for students who have already mastered material or who can work at a higher level than other high ability students )

**Assessment:** (measures identified Student Learning Outcomes; clear directions for students; evidence of higher level thinking is included; written materials attached; scoring system attached including any rubric, checklist, etc. )


 * ** Criteria ** || ** Beginning (5 pts) ** || ** Developing (10 pts) ** || ** Accomplished(15 pts) ** || ** Points/Possible ** ||
 * ** Content Area 1: “Know your Earthquake Risk” ** || Minimal key facts are included.  ||  Information includes key facts, but detail is missing.  ||  Information is very thorough with examples and visuals.  ||   ||
 * ** Content Area 2: “Safe Buildings and Foundations” ** ||  Minimal key facts are included.  ||  Information includes key facts, but detail is missing.  ||  Information is very thorough with examples and visuals.  ||   ||
 * ** Content Area 3: “ Preparing an Emergency Kit” ** ||  Minimal key facts are included.  ||  Information includes key facts, but detail is missing.  ||  Information is very thorough with examples and visuals.  ||   ||
 * ** Content Area 4: **  ** “When the Quake Strikes!” **  ||  Minimal key facts are included.  ||  Information includes key facts, but detail is missing.  ||  Information is very thorough with examples and visuals.  ||   ||
 * ** Overall Creativity ** || Very few (1-2) examples of creativity that capture the attention of the audience, but most information is very straight forward.  ||  Project includes many examples of creativity. The majority of sections of the video are captivating.  ||  Every portion, or nearly every portion of the video is creative and captivating to the audience.  ||   ||
 * ** Reflection ** || (3 pts) Reflection demonstrates minimal thought and effort.  || (7 pts) Reflection includes all key parts, with good effort. || (10 pts) Reflection is very thorough and complete. ||   ||