Download File - Katy Allamby`s Teaching Portfolio

Multicultural Science Unit
on Earthquakes
Developed for a 3rd grade
classroom
Katy Allamby
Unit Objectives
• After this unit, students should be able to:
• Know and understand the processes and interactions of Earth's
systems and the structure and dynamics of Earth.
• Identify major features of Earth's surface that lead to earthquake
development.
• Explain the distribution and causes of earthquakes that
shape/change the Earth.
• Understand why engineers need to learn about the Earth's structure.
• Identify cause-effect relationships involved in earthquakes.
• Know and understand interrelationships among science, technology
and human activity and how they can affect the world.
• Identify careers that involve science and technology.
Connections to the Frameworks
• Science: Earth’s history
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Give examples of how the surface of the earth changes due to
slow processes such as erosion and weathering, and rapid
processes such as landslides, volcanic eruptions, and
earthquakes.
• History and Geography:
• Use cardinal directions, map scales, legends, and titles to
locate places on contemporary maps of New England,
Massachusetts, and the local community.
Connections to the Frameworks
• Writing
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Production and distribution of writing:
• With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
(Grade-specific expectations for writing types are defined in
standards 1–3 above.)
• With guidance and support from adults, use technology to produce
and publish writing (using keyboarding skills) as well as to interact
and collaborate with others.
• Conduct short research projects that build knowledge about a topic.
• Recall information from experiences or gather information from print
and digital sources; take brief notes on sources and sort evidence
into provided categories.
Connections to the Frameworks
• Reading: Key ideas and details
• Determine the main ideas and supporting details of a
text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and
orally.
• Ask and answer questions to demonstrate understanding
of a text, referring explicitly to the text as the basis for
the answers.
Connections to the Frameworks
• Vocabulary Acquisition and use
• Determine or clarify the meaning of unknown and multiple-meaning
word and phrases based on grade 3 reading and content, choosing
flexibly from a range of strategies.
• a. Use sentence-level context as a clue to the meaning of a word or
phrase.
• b. Determine the meaning of the new word formed when a known
affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
• c. Use a known root word as a clue to the meaning of an unknown
word with the same root (e.g., company, companion).
• d. Use glossaries or beginning dictionaries, both print and digital, to
determine or clarify
Connections to the Frameworks
• Speaking and listening: comprehension and
collaboration
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1. Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on
topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion
Connections to the Frameworks
• Mathematics
• Predict and explain the results of taking apart and
combining two-dimensional shapes.
• Predict and validate the results of partitioning, folding,
and combining two- and three-dimensional shapes.
• Estimate and find area and perimeter of a rectangle,
triangle, or irregular shape using diagrams, models, and
grids or by measuring
• Represent and solve problems involving multiplication
and division.
• Represent and interpret data.
Connections to the Frameworks
• Arts: Observation, Abstraction, Invention, and Expression.
Students will demonstrate their powers of observation, abstraction,
invention, and expression in a variety of media, materials, and
techniques.
• Technology and Engineering:
• Materials and Tools
Central Concept: Appropriate materials, tools, and machines extend
our ability to solve problems and invent.
• Engineering Design
• Central Concept: Engineering design requires creative thinking and
strategies to solve practical problems generated by needs and
wants.
Introduction and Motivation to the
Unit
• Ask students if they have heard about the recent
Earthquake and Tsunami in Japan.
• Start a KWL chart with the students and have
the students write this information in their
science journals.
-Ask the students what they know about
Earthquake.
-Ask the students what they would like to know
about earthquakes and ask them how they could
find out this information.
Cooperative Learning groups
• Have the students research about earthquakes in the library, on the
internet, and through preselected books in groups of 4
• The students will be guided in their research by the following
questions:
-What causes Earthquakes?
-What are the effects of Earthquakes?
-Why do engineers care about Earthquakes?
• In their groups the students will decide on the roles of Recorder,
Leader/Encourager, Questioner, and Reporter.
• The groups will report back to the class and the information will be
included on the KWL chart and the student’s science journal.
Word Wall
• As the cooperative learning groups are reporting back to
the class, words can be added to the word wall
• As a significant number of words are added to the wall,
the students can play Word Wall Bingo
• Provide each student with a sheet of paper containing a
list of the lesson vocabulary terms. Have each student
walk around the room and find a student who can define
one vocabulary term. Students must find a different
student for each word. When a student has all terms
completed s/he shouts "Bingo!" Continue until two or
three (or most) students have bingo. Ask the students
who shouted "Bingo!" to give definitions of the
vocabulary terms.
Scale Model of the Earth
• Introduction/Motivation
• Materials:
• Explain about each of the layers
• Each group should have:
of the Earth
• 3 small balls of clay or PlayDoh® in three colors: red,
• Review the concept of scale
orange and yellow
model
• ¼ cup fine sand
• 12" ruler
• 12" length of fishing line
• Journal: In their science journal,
• Calculator (optional for scaling
have students enter the four new
worksheet)
vocabulary terms for the lesson,
• Samples of various newspaper
inner core, outer core, mantle,
articles on any topic
and crust, into the "vocabulary"
section of the journal. Ask
students if they know what the
terms mean. If they do not,
define the terms together.
Before the Activity
Make your own clay model of the earth that will be used for
demonstration purposes.
• With the Students
• Draw an earth
layers diagram on
the board or use
this picture as an
overhead.
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Show students the clay/Play-Doh® model of the Earth that will serve as
an example of what they are going to construct.
As a class, and if time permits, have groups convert the layers' thickness
from miles to kilometers (see answers below). Write the answers on the
board.
Conversion Answers:
Inner Core = 1,287 km (800 miles)
Outer Core = 2,253 km (1400 miles)
Mantle = 2,897 km (1800 miles)
Continental Plate = ~24 km (15 miles; average)
Explain to students that for each layer of their model, one centimeter will
represent 1,000 kilometers. They should round up or round down the
kilometers to convert the layers' thickness of their model to centimeters.
Have students form the inner core out of the red clay/Play-Doh®. (The
ball of clay/Play-Doh® representing the inner core should have a
diameter of about 1 centimeter.)
The second layer of their model will be the outer core. Students should
use the orange clay/Play-Doh® to add an approximate 2 cm layer over
the red ball of clay (their inner core). The outer core layer, when added,
will bring the diameter of the ball up to about 3 centimeters.
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The third and final layer of their model will be the mantle. Using the
yellow clay/Play-Doh®, students should add an approximate 3 cm layer
over their now orange ball. The mantle layer, when added, will bring the
ball up to a diameter of 6 centimeters.
Since it is difficult to make a sheet of clay less than one millimeter thick,
the crust of the Earth will be a thin layer of sand. Ask student to carefully
spread the sand, as evenly as possible, on a piece of paper on their
desk. Then have the students roll the ball in the sand.
Instruct the groups to cut the ball in half using the fishing line to enable
students to visually understand the different layers and compare their
thicknesses.
Share with students various newspaper articles. Discuss with students
the format of a newspaper article (i.e., catchy headline, short with
relevant information only). Tell students that they are engineers who have
just invented a machine to take them to the core of the Earth. They must
write a newspaper article describing their discovery as they travel through
the layers of the Earth. Remind them to be sure to use descriptive words
so the reader can visualize each layer of the Earth.
Writing Activity
• Journey to the Center of the Earth: Share with
students various newspaper articles. Discuss
with students the format of a newspaper article
(i.e., catchy headline, short with relevant
information only). Tell students that they are
engineers who have just invented a machine to
take them to the core of the Earth. They must
write a newspaper article describing their
discovery as they travel through the layers of the
Earth. Remind them to be sure to use
descriptive words so the reader can visualize
each layer of the Earth.
Drifting Continents
Introduction/Motivation:
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Convection currents are movements of a liquid that occurs when there are
differences in temperature and density. Continental drift is part of the theory
of plate tectonics, which describes the movement of the Earth's crust on a
river of molten rock. Each continent, like North America or Australia, has its
own tectonic plate. Geologists believe that the tectonic plates are floating on
the molten rock of the mantle and moving around very slowly. The continual
slow movement of the plates subsequently causes movement of the
continents— called continental drift.
Engineers need to know about continental drift in order to understand how
earthquakes are caused and what they can do to build structures that
withstand earthquakes. Today, we are going to look at what continental drift
is and how temperature changes can move the continents. This will help us
understand how earthquakes happen.
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Journal: In their science journal, have students enter the three new vocabulary
terms for the lesson, continental drift, convection currents, and plate
tectonics, into the Vocabulary section of the journal. Ask students if they
know what the terms mean. If they do not, define the terms together.
Materials
• Glass Baking dish (approximately 9" x 13")
• Approximately 2 cups cool water
• Balsa wood continents (should be pre-cut by
adult)
• Blue food coloring
• 4-6 dictionaries or large books
• Sterno® can or small warming candle in a
fireproof holder
• Fire extinguisher (located nearby in the room)
• Literature book: The Magic School Bus Inside
the Earth, by Joanna Cole & Bruce Degen
With the Students
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Read aloud The Magic School Bus Inside the Earth as a means of activating prior knowledge
about Earth processes.
Explain to students the theory of continental drift and plate tectonics. Explain that scientists
theorize that convection currents of molten rock in the mantle of the Earth cause the tectonic
plates of the earth to move. Students can enter the new vocabulary words for the activity
(continental drift, convection currents, plate tectonics) in the Vocabulary section of the journal
page.
Instruct students to record their observations of the activity. An observation is anything that
stands out as important. Tell them all engineers record their observations during their own (or
while observing others') activities.
Place the baking dish on two piles of books that are equal in height and high enough and far
enough apart to place a fireproof plate and Sterno® can or warming candle under the baking
dish.
Pour cool water into the baking dish.
Float the balsa wood continents, bunched together in the center. They should be directly above
the heat source. Make sure the table is very still, so that the water does not move.
Carefully light the heat source.
Drop a few drops of blue food coloring into the water (using caution to drop it into the water,
not onto the wood continents).
The heat source should slowly heat the water in the middle of the baking dish. The food
coloring will help students observe the movement of the water.
The continents should slowly drift apart as the water heats.
Have the students record what they learned and any additional questions they may have under
the appropriate sections of the journal page. Go over journals and collect them to be graded.
Use the following rubric to grade the journal entry: one point for each completed section, and
an extra point for an excellent job.
Drifting Continents Math
Extension
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Pass out a worksheet that gives a measurement of
how far a continent drifts in a year. Have them
calculate how far a continent will drift in 50 years and
then 100 years.
Complete the first row of the worksheet as a class and
have students finish the rest of the worksheet on their
own.
Have students complete the worksheet table by
calculating speed multiplied by time.
Have the students answer the following questions in
their science journal. Which continent is moving the
fastest? Which moves the slowest?
Plate Tetonics
• Introduction/Motivation
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Overtime, rock is deposited on the surface of the Earth in layers. By looking at the
layers, and subsequently the displacement of layers, engineers can infer which Earth
processes have been at work. Since the crust of the earth is divided into plates,
which float on the liquid mantle of the Earth, the processes of mountain formation and
valley creation are constantly at work. Earthquakes are the signs that the surface
features of the Earth are continually changing.
Faults are cracks that occur between the tectonic plates. Movement is apparent at
these fault lines. There are three main types of faults: transcurrent faults, in which the
crustal plates slide past each other; normal faults, in which a block of crust falls
creating a valley; and reverse faults, in which a block of crust is pushed upward,
creating hills.
Engineers need to know about faults and where they are located in order to design
structures that remain stranding and protect its inhabitants during an earthquake or
other activity. Engineers also need to know what type of fault is occurring and how
fast and which direction the associated plates are moving so that they can predict
what type of formation a fault may be producing, such as a hill or a valley.
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Have the students write the terms in their science journal
Materials List
• Each group should have:
• Two strips (approximately 5" x 16") of corrugated
cardboard, cereal box or tag board
• A variety of crayons or colored pencils
• Scissors
• A 12" ruler and a protractor
• 3-4 strips (approximately 1-½" x 6") of different
colored construction paper
With the students
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Ask the students if they have ever
seen a rock or mountainside with
layers in it. Rocks with layers in
them are called sedimentary
rocks. Take the strips of colored
construction paper and place them
on top of each other. Explain to
the students that they represent
layers of sedimentary rock in the
Earth's crust. Hold one strip at
each end and push toward the
middle. Explain that when there
are forces pushing at the edge of
faults, the land often buckles and
folds, sometimes forming hills or
even mountains.
Have students look at the Tetonic
Plate overhead.
With the students
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Explain that the Earth's crust is also broken into
large interlocking plates floating on the molten
mantle. At plate boundaries (where two different
plates meet), the plates normally crack and brake
causing earthquakes. These cracks are called
faults. Tell students that they will make models of
how land moves when blocks of rock slide
sideways, apart or towards each other.
Distribute two strips of cardboard to each group.
Instruct one student of each group to color a
road with several houses along it on one piece of
the cardboard. This piece of cardboard
represents a bird's-eye view of the Earth from
above. On the second piece of cardboard, the
other student should color layers of rock. (Note:
remind them to use colors that they believe will
be found in the Earth's layers.) This piece of
cardboard represents a cross section of earth, as
though you had cut through the layers of a cake
and could count how many layers there are.
On the piece of cardboard which represents the
bird's-eye view, students should make a line at a
45° angle from a point at the center, actually
splitting the cardboard strip in two (the line
should angle across the colored road). Cut along
this line This will be the model of a transcurrent
fault.
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With the students
On the piece of cardboard which represents a
cross-sectional view of the layers of the Earth,
students should mark two points: each
approximately 1/3" from each end, on the top
portion of the drawing. Next, students should
draw a line at a 45° angle from each point to
the outside end of the cardboard, so that the
lines are angled away from each other. Cut
along these lines. This will create a trapezoid
piece in the center with the shortest side of the
trapezoid at the top of the cardboard. This will
be the model of a normal fault (see figure 3).
In the second model, students should slide
the two outside pieces of cardboard toward
each other. The trapezoid in the middle should
slide downward. The layers of rock drawn on
the cardboard will be displaced. Tell students
that this type of fault is called a normal fault.
Normal faults create valleys in the landscape.
To model the third type of fault, have students
take the second set of cardboard pieces and
invert them on the table, so that the shortest
side of the trapezoid is facing toward them
(see Figure 4). Again, they should slide the
two outside pieces toward the middle. The
trapezoid should slide upward, or away from
them. This model illustrates a reverse fault.
Reverse faults create hills in the landscape.
As a whole class create a Venn diagram with
three overlapping circles. Compare and
contrast the three different types of faults,
noting the
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Learning Center Activities
Read the Turtle Tale
A Native American Legend
Long ago, before there were people, there was hardly anything in the world but water. One day, Great
Spirit looked down from heaven. He decided to make a beautiful land. But where could he begin? All
he saw was water. Then he spotted a giant turtle. Great Spirit decided to make the beautiful land on the
turtle’s back.
But one turtle was not big enough. The land that the Great Spirit wanted to make was very large. So he
called out, "Turtle, hurry and find your six brothers."
Turtle swam away to find them. It took her a whole day to find the first. It took another day to find the
next. After six days, Turtle had found her six brothers. "Come," she said. "The Great Spirit wants us."
Spirit called down. "Turtles! Form a line, all of you -- head to tail, north to south. Umm -- you have
three on the south, please move a little to the east. Hmmm. Yes, that’s just right. What a beautiful land
you turtles will make! Now listen! It is a great honor to carry this beautiful land on your backs. So you
must not move!"
The turtles stayed very still. Great Spirit took some straw from his supply in the sky. He spread it out on
the turtle’s backs. Then he took some soil and patted it down on top of the straw.
Spirit cleaned his hands on a fluffy white cloud. Then he went to work, shaping mountains and valleys
and lakes and rivers. When he was finished, he looked at the beautiful land he had made. Great Spirit
was very pleased. But soon trouble began. The giant turtles grew restless. They wanted to stretch their
legs.
"I want to swim east," said one.
"I want to swim west, with the setting sun," said another.
turtles began to argue. They could not agree which way to move. One day, four of the turtles began to
swim east. The others began to swim west. The Earth shook! It cracked with a loud noise. But after a
minute, the shaking stopped. The turtles had to stop moving because the land on their backs was so
heavy. They had only been able to swim a little way from each other. When they saw that they could
not swim away, they stopped arguing and made up.
Every once in a while, though, the turtles argue again. Each time they do, the Earth shakes!
The Turtle Tale
• Have students answer
question cards at the
station
• Did you enjoy the story?
• Do you think it is true?
• Why do you think the
Native Americans created
this story?
• Have you ever had an
older person explain
something to you that
frightened you?
• Have the students
develop their own story
about what they think
causes earthquakes.
• The students can draw a
picture, write a story, or
record their story on a
recorder.
• At another time have the
students share their
legends
Mercalli Scale Activity
• Have the students
read or listen to an
explanation of the
Mercalli scale
• The levels of the
Mercalli scale with
descriptions will be
posted.
• The Students will pull
out a description of
what a person saw,
felt, or heard during
an earthquake and
match it to the correct
level
Epicenter Activity
• Post a map of major
earthquake epicenters in the
world.
• Have the students determine
where in the world most of the
major earthquakes have
happened.
• Have the students determine if
where they live has a lot of
earthquakes.
• Have the students locate
where the earthquake and
Tsunami in Japan happened
• The students can research
what the area in which the
majority of the world’s
earthquakes happen, is called.
3 day survival pack
• Have the students compose a list of what
they think they would need in the event of
a natural disaster in their area.
• After they are done you can have the
students compare and contrast what they
needed compared to a list from FEMA.
• Distribute the FEMA list to the students to
take home to their families
Who works with earthquakes?
• At this learning center there will be profiles of
people who’s work involves earthquakes:
Architects, Scientists, Engineers, Seismologists,
and Geologists.
• In the profiles I would be sure include both
females and males and people of all ethnicities.
• The students will read a profile of their choosing
and will draw a picture, fill in a graphic organizer,
or write a summary about the job and why it is
important.
Tsunami center
• Have the students visit the following website:
http://www.pbs.org/wnet/savageearth/animations
/tsunami/index.html to observe a simulation of a
tsunami.
• The students can also go to:
www.classbrain.com/artteensb/publish/printer_ts
unami-warning-book.shtml to read an animated
book about a tsunami.
• After the students go to these sites will answer
questions about what causes a tsunami.
Read Aloud
• During the unit, the teacher will read a Japanese folktale,
The Big Wave, by Pearl S. Buck during class read aloud
time.
• The teacher will use discussion time after the read aloud
to discuss the children’s reactions to the recent tsunami.
• The children could make connections to any disasters
that have happened locally or in our country
• The children could discuss what struggles they think the
people of Japan are going through and how they could
help.
• As a class the children can decide on a project that
would help the tsunami victims in Japan.
Resources
http://www.classbrain.com/artteensb/publish/printer
_tsunami-warning-book.shtml
http://www.pbs.org/wnet/savageearth/tsunami/inde
x.html
http://www.teachengineering.com
http://www.tsunami.noaa.gov/kids.html