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STEMM Lesson Template
Title: Earthquakes and Subduction Zones
Grade Level: 9th
Resources: textbook, Lab 17.2 Investigation
Questions to ask before designing a lesson:
1. What is the essential question(s) for the lesson?
How fast do crustal plates move? What causes one material to subduct faster
than another?
a. Why is this question relevant?
Calculation of how fast the crustal plates move will tell society when to
expect the next earthquake, where to expect the next earthquakes, how
violent earthquakes will be.
b. What is the connection to real life?
To help society know when to expect the next earthquake, where to
expect the next earthquakes, how violent earthquakes will be. It can also
help us to predict the next super continent.
2. What techniques are used to make the lesson:
a. inquiry- based? Student is given the data only. They need to create a
hypothesis based on background information, investigate the data, and
analyze their data.
b. project- based? Students will prepare two graphs of the four tectonic
plates. They will utilize this data to determine how fast the plates are
subducting and to create their conclusion.
3. What are the lesson outcomes?
Students will use the Scientific Method to create a hypothesis, collect data,
prepare graphs, analyze and compare subducting plates and prepare a
conclusion. They will utilize prior knowledge from minerals, rocks, plate
boundaries, mapping, continental drift, volcanoes and earthquakes.
4. How is participant discourse promoted?
Students will prepare a well throughout hypothesis after reading the background
information. Following the preparation of two graphs from the provided data,
students will formulate their conclusion and submit their written responses.
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5. How are science, technology, engineering, and mathematics addressed in the
lesson?
Students will S,T,&M throughout the lesson. The Scientific Method will be used to
create a hypothesis, collect data, prepare graphs, analyze and compare
subducting plates and prepare a conclusion. They will utilize prior knowledge
from minerals, rocks, plate boundaries, mapping, continental drift, volcanoes and
earthquakes. They will utilize data that was recording using technology to plot
their data. Using Math, they will calculate higher level algebraic answers for
determining the rate at which the ocean floor moves.
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6. Use the table below to match standards.
Standard
Standard Number (s)
Activity
PA Common Core Standard for
Mathematics
PA Science Academic Standards
S11.A.1.3.2, S11.A.3.1.1,
S11.A.3.3.1, S11.A.3.3.2,
S11.A.3.3.3, S11.C.2.1.3,
S11.D.1.1.2, S11.D.1.1.3,
S11.D.2.1.1, S11.D.2.1.2,
S11.D.2.1.3, S11.D.2.1.4
Earthquake and Subduction Zones Lab
PA Common Core Reading
Standards for Literacy in Science
and Technical Subjects
PA Common Core Writing Standards
for Literacy in History/ Social
Studies, Science and Technical
Subjects
PA Career and College Readiness
Standards
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7. STEMM lessons
Lesson Components
Engagement
The activities in this section capture the
participants’ attention, stimulate their
thinking, and help them access prior
knowledge.
Description of Activity
Teacher will describe the end result, explain what students should be able to
discover during the lab. Students will utilize prior knowledge from minerals,
rocks, plate boundaries, mapping, continental drift, volcanoes and
earthquakes during this investigation.
Exploration
In this section, participants are given time to
think, plan, investigate, and organize
collected information.
Explanation
Participants are now involved in an analysis
of their exploration. Their understanding is
clarified and modified because of reflective
activities.
Extension
This section gives participants the
opportunity to expand and solidify their
understanding of the concept and/or apply it
to a real world situation.
Students will individually graph both subduction zones utilizing the data
given to them. They will use metacognition to check their understanding.
Students will analyze the data once the graphs are complete. As they
contemplate their graphs and work through the analysis questions they will
double check their own understanding. They may need to double-back if
they are unsure of themselves/
The conclusion or summary of the lab will provide a method for the student
to discourse their knowledge with the instructor. Further extensions can be
applied for students that are higher level and capable of seeing the real
world application.
Evaluation
Evaluation occurs throughout the lesson.
Scoring tools developed by teachers and
participants target what participants must
know and do. Consistent use of scoring
tools improves learning.
Evaluation is conducted during the lab periods. Students materials including
their lab, data, graphs, analysis and conclusion will be submitted and used
as evidence of student learning. Students will receive a score for their
contribution.
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