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Spring Arbor University School of Education Lesson Plan Essential Elements Title: Earthquake Subject: Earth Science Grade

Level: 6th Time Allotted: 55min

Materials Required: Note worksheet, computers, internet, Web discussion sheet, and plotting earthquake worksheet. _____________________________________________________________________________________ Michigan Curriculum Framework: E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting in major geological events, such as earthquakes, volcanic eruptions, and mountain building. E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions.

Objective(s): Students will be able to define: focus, epicenter, P waves, S waves, magnitude, and seismic waves. Students will be able to identify where the focus and epicenter is. _____________________________________________________________________________________ Instructional Procedure: What information do students need to accomplish the objective(s)? Time Essential Element Allotted 3min 1. Anticipatory Set: Go over warm-up. So yesterday we talked about where earthquakes happened and what triggers an earthquake. Well when an earthquake happens it gives off energy through vibrations. 2min. 2. State Purpose and Objective(s) of Lesson: Students will be able to define: focus, epicenter, P waves, S waves, magnitude, and seismic waves. 40min 3. Plan for Instruction: Guided Practice i. Where the vibration are released from the focus. The focus is the point at which the rock breaks, triggering an earthquake, which is usually deep below the ground. ii. Seismic waves are sent out from the focus and travel to the surface. iii. Some of the energy from the earthquake travels straight up to Earths surface where it can be felt. The epicenter is the point on Earths surface directly above the earthquake focus. iv. Seismic waves travel through the earths interior and surface. Three Types of Waves: primary waves, secondary waves, and surface waves. a) Seismic waves that travel fastest through rock material are primary waves or

v.

P-waves. Primary waves cause the material to move from side to side, in the same direction that the wave is moving. b) Secondary waves, or S-waves, do not move as fast as P-waves. As they move through rock material, they cause the material to vibrate at right angles to the direction of the wave. c) Surface waves are the largest and slowest type of seismic wave. They cause more damage than other types of waves. Measured on a scale. An Earthquake is also measured by the energy that is released from it which is called magnitude.

vi. Discussion Web: 1. I will lead the students in a controversial debate on whether it is a good idea or not a good idea to build near the San Andreas Fault. 2. Students then write the question in the middle of the form. 3. Divide the student into small groups. Once in small groups students will write down as many yes or no reasons as they can think of related to the question. 4. Students should write these on the right and left sides, respectively, of the form. 5. Once the students have looked at both sides of the issue, they need to agree on a conclusion and then write it in the conclusion box. 6. The teacher will ask for a spokesperson from each group to share the group conclusion with the rest of the class. 7. Then open the discussion to the rest of the class. Below is an example of Web Discussion.

5min.

Independent practice. i. Plotting earthquakes activity. a) Students will get computers and a worksheet and plot earthquakes. They will give the magnitude and location. 4. Differentiation Considerations (accommodations): Students will work in groups. 5. Assessment: Warm-up: Name three types of faults. (This question will be on the board and students will answer it on their own sheet of notebook paper.

Name three types of faults that we learned yesterday?

5min.

6. Closure: Go over the objectives.

Explanation of Identified Instructional Strategy: Web Discussion- Similarities and Differences Why: Helps notify students that living or building near San Andreas Fault is dangerous. Can come up with solutions. Great way for students to interact with each other. Benefits: Students are able to use their own knowledge. Offers high level of thinking. Students are able to respect everyones opinion. Students are interacting with each other. Students or groups will agree with each other. Possible cons and barriers Student disagreeing with each other. Students might lose focus. Everyone might not share ideas.

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