Download Earthquakes - Teacher Created Materials

Earthquakes
William B. Rice
Table of
Contents
Always Changing ............................................................. 4
What Makes an Earthquake? ........................................... 6
Plate Movement ............................................................... 8
Where Do Earthquakes Happen? ................................... 12
What Happens During an Earthquake? ......................... 18
Earthquakes Keep Happening ....................................... 26
Appendices .................................................................... 28
Lab: Pangea Puzzle........................................... 28
Glossary ........................................................... 30
Index ................................................................ 31
Scientists Then and Now .................................. 32
Image Credits ................................................... 32
3
Crusty
Earth’s crust is about
40 kilometers (25 miles)
thick at the continents.
It is about 7 kilometers
(4 miles) thick under
the oceans.
crust
Plate
Movement
Earth’s outer layer, the crust, is not one solid,
smooth piece. It is broken up into many large
pieces. Each piece is called a plate. The plates
are made of Earth materials such as rocks and
minerals. Some plates are larger than continents.
Some plates are smaller, like a country. Either
way, plates are huge.
Earth is made of many layers. The crust
is rigid and brittle. It sits on top of the mantle,
which is more fluid. Earth’s plates float on top of
the liquid rock beneath them. As the liquid mantle
flows, the plates float along as well. As they float,
they rub against each other in different ways. No
matter which way they meet, earthquakes will
happen.
plate
mantle
A Long
Way to Dig
If you wanted to reach Earth’s center, you would
have to dig down 6,400 kilometers (4,000 miles).
8
The surface
that you see
around you is
part of Earth’s
crust.
9
Lab: Pangea Puzzle
The theory of plate motion, also called continental drift, was
first suggested not very long ago. Scientists saw that the continents
seemed to fit together like a puzzle. Along with other evidence,
this made them think that perhaps all the continents had once been
part of a large land mass called Pangea.
Today we know a lot about plate movement. Pangea seems
quite possible. Do this activity to check it out for yourself.
Procedure:
1. Make a copy of the
Materials
➥ a copy of the continents
on the next page
➥ scissors
continents on the next page.
You will probably want to
enlarge them.
2. Cut out the continents.
3. Try putting the pieces of the
continents together as if they
were a puzzle.
Conclusion:
Does Pangea seem likely to you? Do the pieces seem to fit
together? Research to learn more about Pangea and continental drift.
28
Scientists Then and Now
Alfred Wegener
(1880–1930)
Alfred Wegener was an
astronomer at first. But one day,
the continents caught his interest.
He noticed the coastlines. He
thought they looked like puzzle
pieces. Wegener developed a theory
called continental drift. The theory
says that the continents were once
attached but broke apart and drifted
away over time. Wegener’s theory
led to the study of plate movement,
called plate tectonics.
Tanya Atwater
(1944– )
Tanya Atwater is a professor
and a scientist. She loves the natural
world, and she wants others to love
it, too. That is why she teaches.
She hopes that she can teach others
to respect and care for the planet.
Atwater especially studies plate
tectonics. Sometimes, she takes
a submersible boat all the way to
the ocean floor to study sea floor
spreading up close!
Image Credits
Cover Kiyoshi Ota/Getty Images; p.1 Kiyoshi Ota/Getty Images; p.4-5 Joseph Gareri/Shutterstock; p.6 Joshua Blake/iStockphoto; p.7(top) USGS; p.7(bottom) David R. Frazier
Photolibrary, Inc./Alamy; p.8-9 Gary Hincks/Photo Researchers, Inc.; p.9 cinoby/iStockphoto; p.10-11 Rui Vale de Sousa/Shutterstock; p.11 Gary Hincks/Photo Researchers, Inc.;
p.12 Cartesia/LKPalmer; p.13(top) Galyna Andrushko/Shutterstock; p13(bottom) Suzanne Long/Shutterstock; p.14(top) Stephanie Reid; p.14(bottom) Vera Bogaerts/Shutterstock;
p.15 Chris73/Wikipedia; p.16-17 USG; p.16 Tom Bean/Corbis; p.17 NASA/JPL; p.18-19 Elena Elisseeva/Shutterstock; p.19 Bradley Mason/iStockphoto; p.20 Gary Hincks/Photo
Researchers, Inc.; p.20-21 mollypix/Shutterstock; p.22 Gary Hincks/Photo Researchers, Inc.; p.22-23 Fesus Robert/Shutterstock; p.23 Neil Bromfield/iStockphoto; p.24(top)
Furchin/iStockphoto; p.24(bottom) Pacific Press Service/Alamy; p.26(top) Newscom; p.26-27(bottom) USGS; p.26-27(top) USGS; p.29 Tim Bradley; p.32(left) The Granger
Collection, New York; p.32(right) Rick Reason.
32
Author
Kathleen Kopp, M.S.Ed.
Introduction and Research Base
Why This Kit? . . . . . . . . . . . . . . . . . . . 4
Why a Focus on Science? . . . . . . . . . . . 5
Guided Reading in the
Elementary Classroom . . . . . . . . . . . . 7
Teaching Scientific Vocabulary . . . . . . . . 9
The 5 Es. . . . . . . . . . . . . . . . . . . . . . .12
How to Use This Product. . . . . . . . . . . .14
Reader Summaries . . . . . . . . . . . . . . . .17
Resource Video Clips . . . . . . . . . . . . . .19
Correlation to Standards . . . . . . . . . . . .20
Hurricanes Reader
Lesson Plans . . . . . . . . . . . . . . . . . . . .59
Data Analysis Activity Sheets . . . . . . . .62
Reader Quiz . . . . . . . . . . . . . . . . . . . .66
Hurricanes Answer Key . . . . . . . . . . . . .67
Unit 3: Floods and Blizzards
and Fires . . . . . . . . . . . . . . . . . . .68
Timeline for the Unit . . . . . . . . . . . . . .68
Unit Learning Objectives. . . . . . . . . . . .68
Unit Overview . . . . . . . . . . . . . . . . . . .69
Lab Lesson Plan . . . . . . . . . . . . . . . . .72
Unit 1: Earthquakes and Volcanoes . .21
Timeline for the Unit . . . . . . . . . . . . . .21
Unit Learning Objectives. . . . . . . . . . . .21
Unit Overview . . . . . . . . . . . . . . . . . . .22
Lab Lesson Plan . . . . . . . . . . . . . . . . .25
Floods and Blizzards Reader
TABLE OF CONTENTS
Table of Contents
Lesson Plans . . . . . . . . . . . . . . . . . . . .74
Data Analysis Activity Sheets . . . . . . . .77
Reader Quiz . . . . . . . . . . . . . . . . . . . .81
Floods and Blizzards Answer Key. . . . . . .82
Earthquakes Reader
Lesson Plans . . . . . . . . . . . . . . . . . . . .27
Data Analysis Activity Sheets . . . . . . . .30
Reader Quiz . . . . . . . . . . . . . . . . . . . .34
Earthquakes Answer Key . . . . . . . . . . . . . 35
Fires Reader
Lesson Plans . . . . . . . . . . . . . . . . . . . .83
Data Analysis Activity Sheets . . . . . . . .86
Reader Quiz . . . . . . . . . . . . . . . . . . . .89
Fires Answer Key . . . . . . . . . . . . . . . . .90
Volcanoes Reader
Lesson Plans . . . . . . . . . . . . . . . . . . . .36
Data Analysis Activity Sheets . . . . . . . .39
Reader Quiz . . . . . . . . . . . . . . . . . . . .43
Volcanoes Answer Key. . . . . . . . . . . . . .44
Appendices
Appendix A: References Cited . . . . . . . .91
Appendix B: Correlation to Standards . . .92
Appendix C: Contents of the
Resource CDs . . . . . . . . . . . . . . . . . .93
Unit 2: Tornadoes and Hurricanes . . .45
Timeline for the Unit . . . . . . . . . . . . . .45
Unit Learning Objectives. . . . . . . . . . . .45
Unit Overview . . . . . . . . . . . . . . . . . . .46
Lab Lesson Plan . . . . . . . . . . . . . . . . .49
Tornadoes Reader
Lesson Plans . . . . . . . . . . . . . . . . . . . .51
Data Analysis Activity Sheets . . . . . . . .54
Reader Quiz . . . . . . . . . . . . . . . . . . . .57
Tornadoes Answer Key. . . . . . . . . . . . . .58
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Why a Focus on Science?
Over three decades ago, the American Association for the Advancement of Science began a
three-phase project to develop and promote science literacy: Project 2061. The project was
established with the understanding that more is not effective (1989, p. 4). Shortly thereafter,
in 1993, the Association developed benchmarks for science literacy. Since every state has its
own science standards, these benchmarks were prepared as a tool to assist in the revision of the
states’ science, mathematics, and technology curricula (1993, p. XV).
Values, Attitudes, and Skills
Scientists work under a distinctive set of values. Therefore, according to the American
Association for the Advancement of Science, science education should do the same (p. 133).
Students whose learning includes data, a testable hypothesis, and predictability in science
will share in the values of the scientists they study. Additionally, “science education is in a
particularly strong position to foster three [human] attitudes and values: curiosity, openness to
new ideas, and skepticism” (1989, p. 134). The Science Readers series addresses each of these
recommendations by engaging students in thought-provoking, open-ended discussions and
projects. Throughout their study, students continuously reflect on the contributions of important
scientists and the advancements they have brought to society.
Within the recommendations of skills needed for scientific literacy, the American Association for
the Advancement of Science suggests attention to computation, manipulation and observation,
communication, and critical response. These skills are best learned through the process of
learning, rather than in the knowledge itself (1989, p. 135). This is exactly what happens
when students engage in lesson labs and review labs conducted by others in the Science Readers
program. Students follow formulas and calculations to compute numbers; they use calculators
to apply computation skills quickly and accurately; they manipulate common materials and tools
to make scientific discoveries; they express findings and opinions both orally and in writing;
they read tables, charts, and graphs to interpret data; they are asked to respond critically to
data and conclusions; and they use information to organize their own data and draw their own
conclusions.
INTRODUCTION AND RESEARCH BASE
Introduction and Research Base
Inquiry-based Learning
Project 2061 recommends pedagogical practices where the learning of science is as much about
the process as the result or outcome (1989, p.147). Following the nature of scientific inquiry,
students ask questions and are actively engaged in the learning process. They collect data and
are encouraged to work within teams of their peers to investigate the unknown. This method of
process learning refocuses the students’ learning from knowledge and comprehension to application
and analysis. Students may also formulate opinions (synthesis and evaluation) and determine
whether their processes were effective or needed revision (evaluation). The National Academy of
Science views inquiry as “central to science learning” (p. 2 of Overview). In this way, students
may develop their understanding of science concepts by combining knowledge with reasoning and
thinking skills. Kreuger and Sutton (2001) also report an increase in students’ comprehension of
text when knowledge learning is coupled with hands-on science activities (p. 52).
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In learning science by doing science, students often find a stumbling block in scientific
vocabulary. Scientists communicate with each other through publication of results and peer
review; this communication is just as necessary to the scientific enterprise as gathering data or
formulating hypotheses (Goldman & Bisanz 2002). This vital communication is information dense
and often employs specialized scientific vocabulary. These unfamiliar and often polysyllabic
words can slow science students’ reading rates to a crawl as they struggle to understand each
other, their texts, and even themselves.
Vocabulary activities common to language arts and social studies curricula can find decreased
utility in the science classroom. Looking up the definition of a difficult word often yields the
student a crop of additional difficult words and no better understanding. Paraphrasing passages
of scientific text can lead to student paralysis as they cannot find a foundation from which
to work. Additionally, given the specialized nature of scientific terminology, there is little
opportunity for students to use the vocabulary in their ordinary lives and to gain familiarity.
Despite the aforementioned obstacles, science teachers can see positive results by making the
development of scientific vocabulary a cornerstone of their curriculum. Vocabulary is a key
variable in reader comprehension (National Institute of Child Health and Human Development
2000). The exploration of scientific vocabulary can also provide teachable moments and serve
as a thematic hub around which learning may be organized. Perhaps most importantly, reading
books rich in scientific vocabulary “fosters scientific understandings and teach(es) students how
to express these ideas in scientific language” (Saul 2004).
In order to reap such benefits, the science teacher must foster familiarity with scientific
vocabulary and lead students in relating the concepts behind that vocabulary. A classroom
comfortable with “big words” and adept in relating them can then use their continuing
exploration of scientific language to fuel their inquiry process.
Fostering Familiarity with Scientific Vocabulary
It is an easy and common mistake to assume that the vocabulary that students bring with them
to the classroom is not adequate for the discussion of science. This is an especially tempting
assumption when students come from underprivileged backgrounds or homes where English is
not the primary language. Teachers may believe that students need to learn an entirely new
vocabulary for the science classroom. Students are understandably hostile to such a wholesale
replacement of how they define and discuss the world around them.
INTRODUCTION AND RESEARCH BASE
Teaching Scientific Vocabulary
Students may be uncomfortable with scientific vocabulary because they have no way to connect
it to what they already know. Instead of guiding students in working from scientific knowledge
“back” to their everyday language, science teachers can do the reverse, starting with everyday
language and working towards scientific vocabulary. By treating students’ experiences expressed
in their own words as data, the class can use inquiry and exploration to develop hypotheses
about the natural world. In such a way, students’ colloquial vocabulary “can be generative and
transformative in promoting scientific understandings and talk in the dialogically oriented
read-alouds” (Kress 1999, Lemke 1990).
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Timeline for the Unit
Earthquakes
Volcanoes
Complete the Introductory Activity (page 22) as a class.
Day 1
Day 2
Day 3
Before Reading (pages 27–28) in reading groups
Use: Our Earth Is Formed activity sheet
(pages 30–31; page30.pdf)
Before Reading (pages 36–37) in reading groups
Use: Blast and Ooze activity sheet
(page 39; page39.pdf)
During Reading (page 28) in reading groups
Use: On Shaky Ground activity sheet
(page 32; page32.pdf)
On Shaky Ground PDF file (ground.pdf)
During Reading (page 37) in reading groups
Use: An Explosive Event activity sheet
(pages 40–41; page40.pdf)
After Reading (pages 28–29) in reading groups
Use: How Far Is That? activity sheet
(page 33; page33.pdf)
Reader Quiz (page 34; page34.pdf)
After Reading (page 38) in reading groups
Use: A Long Line of Activity activity sheet
(page 42; page42.pdf)
A Long Line of Activity PDF file (line.pdf)
Reader Quiz (page 43; page43.pdf)
Day 4
Complete the Lab activity (pages 25–26; pangea.ppt) as a class.
Day 5
Complete the Concluding Activity (page 23) as a class.
Unit Learning Objectives
• Students use headings, graphics, and typeface features
to locate information in a text.
(Nonfiction Reading Objective)
• Students write in response to literature.
(Writing Objective)
• Students know how landforms are created through
constructive forces. (Science Objective)
• Students know how features on the Earth’s surface are
constantly changed by a combination of slow and rapid
processes. (Science Objective)
• Students understand the basic meaning of place value.
(Mathematics Objective)
© Teacher Created Materials
#11301 (i3563)—Science Readers: Forces in Nature
UNIT 1: EARTHQUAKES AND VOLCANOES
Unit 1: Earthquakes and Volcanoes
21
Lab Lesson Plan:
Pangea Puzzle
Find full-color,
full-color step-by-step
step-by-step
illustrations of the lab on
the Teacher Resource CD.
Before the Lab
1
Review the information learned about plate tectonics and how it contributes to changes in
the Earth’s structure.
2
Use a globe or wall map to outline the continents as they appear today. If the Earth is
constantly changing, how do students think the continents might have changed over
millions of years?
Introduce the Lab
3
Read the introductory paragraph with students. Discuss how plate movement and plate
tectonics are similar and different.
4
Read the list of materials. Provide each student or lab group with the necessary materials,
or have the materials ready to use as part of a demonstration lesson in front of the class.
Students may trace the shapes onto blank paper to cut out, or you can give them a copy
of the second lab page (page 29 of the reader) to cut out the shapes. As a class, discuss
how the cut-outs compare with the outlined continents in step 2 above.
5
Read through all the procedures with the students at least once before they engage in the
lab. Check their understanding of the required steps.
Conduct the Lab
6
Allow time for students or lab groups to conduct the lab, or follow the steps as a class if
you are conducting a demonstration lab.
After the Lab
7
Have each student or lab group generate a list of questions that arose during the lab. If
a scientist was to visit the classroom, what would the students ask him or her to clarify
their understanding of the likelihood of Pangea?
8
Following their research about Pangea, have students list supportive and opposing
scientific opinions and information about Pangea. They should organize the information
they find in a T-chart with the left column supporting the idea of Pangea and the right
column opposing it.
9
Have each student answer the question at the end of the lab: Does Pangea seem likely?
Students should justify their answers using information from the reader and their research
to support their responses.
© Teacher Created Materials
#11301 (i3563)—Science Readers: Forces in Nature
UNIT 1: EARTHQUAKES AND VOLCANOES
Earthquakes and Volcanoes
25
Learning Objective
Students use headings, graphics, and typeface features to locate
information in a text. (Nonfiction Reading Objective)
Students write in response to literature. (Writing Objective)
Students know how landforms are created through constructive
forces. (Science Content Objective)
Students know how features on the Earth’s surface are constantly
changed by a combination of slow and rapid processes.
(Science Content Objective)
Students understand the basic meaning of place value.
(Mathematics Objective)
Earthquakes
William B. Rice
Materials
• Earthquakes Reader (earthquakes.pdf;
earthquakes.ppt)
• chocolate chip cookies for the
Introductory Activity (page 22)
• writing, drawing, and chart paper
• markers or sticky notes
• United States map or state map
• Our Earth Is Formed activity sheet
(pages 30–31; page30.pdf)
• On Shaky Ground PDF file (ground.pdf)
• On Shaky Ground activity sheet
(page 32; page32.pdf)
• How Far Is That? activity sheet
(page 33; page33.pdf)
• Reader Quiz (page 34; page34.pdf)
• materials for the lab activity (page 26)
Before Reading
1
Complete the Introductory Activity (page 22) with the whole class. Then, divide the
students into reading groups. The students who read this reader should be reading on or
above grade level.
2
Next, introduce vocabulary words students will encounter in the text. Write on the board,
the four boldface words below. Take time to discuss each word. Have students share what
they think the words mean and have them try to use the words in sentences. Go over the
rest of the vocabulary as needed.
UNIT 1: EARTHQUAKES AND VOLCANOES
Earthquakes Reader
Vocabulary
earthquake
pressure
seismologist
plates
crust
© Teacher Created Materials
mantle
convergent boundary
divergent boundary
transform boundary
friction
focus
epicenter
seiche
magnitude
Richter Scale
#11301 (i3563)—Science Readers: Forces in Nature
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Name _____________________________________________________
How Far Is That?
Earth’s crust is only about 40 kilometers (25 miles) thick at the continents. At the bottom of the
ocean, the crust is only about 7 kilometers (4 miles) thick.
Directions: Use a map to find two cities that are about 40 kilometers apart, and two cities
that are 7 kilometers apart. Use the map scale to help you find the distances between two cities.
1. These two cities are about 40 kilometers apart: ____________________________________
2. These two cities are about 7 kilometers apart: _____________________________________
This illustration shows the thickness of each layer inside the Earth. Use the information from the
illustration and the Earthquakes reader to answer the questions.
3. Which is thicker, the mantle or the core, and how much thicker is it? __________________
4. How many “continental crusts” would need to be placed on top of each other to reach the
center of Earth? ____________________________________________________________
UNIT 1: EARTHQUAKES AND VOLCANOES
Earthquakes
5. Think about the two cities that are about 7 km apart. About how many trips would you
have to make from one city to the other to reach the center of Earth? _________________
6. Earth’s plates are found in which layer?
_________________________________________
7. Earth’s plates rest on which layer? ______________________________________________
8. On the back of this sheet, explain the movement that happens between the crust and mantle
to cause earthquakes.
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UNIT 1: EARTHQUAKES AND VOLCANOES
Earthquakes
Name _____________________________________________________
Reader Quiz
Directions: Circle the best answer.
1. What type of fault is responsible for the creation of Iceland (an island)?
a. convergent boundary
c. transform boundary
b. divergent boundary
d. none of these
2. What type of fault is responsible for the creation of Lake Titicaca in South America?
a. convergent boundary
b. divergent boundary
c. transform boundary
d. none of these
3. Look at this image. It shows a river along the San Andreas Fault in California. The river
used to flow straight. Now, it is bent and curved. What type of fault is responsible for
shifting the flow of the river along the San Andreas Fault?
a. convergent boundary
b. divergent boundary
c. transform boundary
d. none of these
4. Why are fault lines curved and bent?
a. The ground is uneven.
b. Pressure builds and causes great friction along the boundary.
c. The fault line follows the river’s path.
d. The magnitude of each earthquake shifts the fault line.
5. How are earthquakes that occur beneath the ocean dangerous to people on land?
a. They can send dangerous waves crashing onto shores far away.
b. The earthquake’s shock waves can kill sea life.
c. Energy from the earthquake is transferred from the ocean to the land causing a ground
quake.
d. Only people close to the epicenter of an underwater earthquake will feel its effects.
Directions: Answer the following question on a another sheet of paper. Use information and
examples from the Earthquakes reader.
6. How do earthquakes change the land? Describe two ways.
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#11301 (i3563)—Science Readers: Forces in Nature
© Teacher Created Materials
5.0 – 5.9
#11301—Science Readers: Forces in Nature
2.0 – 4.9
EARTHQUAKE STRENGTH
6.0 – 6.9
7.0 and larger
This map shows seismic activity that may occur around the world during any one month.
On Shaky Ground
Unit 1: Earthquakes
© Teacher Created Materials