Download Inside the Earth by Joanna Cole. Use the book as a

SCIENCE CENTER
BAO XIONG, 11/2008
TOPIC: Earthquakes & Volcanoes
GRADE: 4th
RELATED MN ACADEMIC STANDARDS IN SCIENCE: Grade 4
I. HISTORY AND NATURE OF SCIENCE
A. Scientific World View: The student will understand how science is used to investigate
interactions between people and the natural world
I. HISTORY AND NATURE OF SCIENCE
B. Scientific Inquiry: The student will participate in a controlled scientific investigation.
II. PHYSICAL SCIENCE
A. Structure of Matter: The student will know that heating and cooling may cause changes to the
properties of a substance.
III. EARTH AND SPACE SCIENCE
A. Earth Structure and Processes: The student will investigate the impact humans have on the
environment.
RATIONALE:
To gain a better understanding of Earth’s internal processes is critical to understanding our
natural world and natural disasters that shape our lives every day. Earthquakes and many volcanoes are
dormant but some are very active. Every day there are several new earthquakes and volcanoes erupting
around the world! There may be misconceptions that Earth is only changing on the outside, all
mountains are volcanoes, or that volcanoes only produce volcanic rocks; all of which aren’t true. Some
may also believe that earthquakes and volcanic activity are bad or evil, and this isn’t true either!
This science center is designed to help broaden students understanding on the positive and
negative factors that together forms a balance in our natural world. Because these natural events
occur globally, students will explore different periods of history and cultures around the world. They
need to understand why these events occur and why they are important. The earth is our only home,
and sometimes natural forces can be dangerous and deadly. They should learn how scientists study
earthquakes and volcanoes and how this information can helps us take precautions to be safe.
I chose these two topics as the main focus because they are very closely intertwined. On a map
you would find that earthquakes and volcanoes occur nearly in the same areas where continental plates
converge, diverge or share a transform boundary. And although these events are beyond human control,
sometimes causing much damage and devastation; they are very important and contribute to our lives
in many ways.
GOAL OF SCIENCE CENTER:
Students will broaden their understanding of internal earth processes through exploration and
analysis of plate tectonics, earthquakes and volcanoes which are critical components in understanding
why the earth’s surface is continuously changing.
Through these activities, students will be able to develop a strong foundation for natural,
scientific processes of the earth. Most of their work will be recorded in their science journals. I hope
that by judging from what they have demonstrated in their work at the end of the unit, it will reflect a
greater appreciation and understanding of the natural world. The active hands-on learning through the
use of this science center should lead to a greater understanding and appreciation of Earth’s internal
processes.
OVERALL OBJECTIVES:
Students will:
 investigate events and activity of earthquakes and volcanoes to discover relevant information
about the inside of the earth
 analyze the structure of the earth and make models
 demonstrate understanding of key vocabulary words and concepts
 make predictions and conduct experiments
 illustrate pictures of various assignments for the classroom wall
 compare information from different sources for an accurate understanding of concepts
 work individually and in groups
 investigate an earthquake or volcano and be able to summarize a their findings
 classify information in an organized manner
 learn about earthquakes and volcanic activity from around the world
 use a variety of resources such as websites, books, videos, games
TEACHER DIRECTED WHOLE GROUP ACTIVITIES:
 instructions on using technology (computers, playing videos, websites)
 explanation of tasks 1-15
 explanation of requirements for journal logs
 explanation of requirements for report (class book)
 explanation of partners, group-work and responsibilities of procedures for tasks
DIVERSE LEARNERS:
All of these activities can be modified for diverse learners in the classroom. When I constructed
the activity cards, I thought about the diverse learners I would have in my classroom. I tried to keep a
balance between the hands-on work, interactive sites and reading materials, and there is something for
every learning style! Most activity cards have questions that the student must answer in their science
journals. This is mainly for comprehension of activities and materials; however I have included all
levels of Bloom’s Taxonomy in the activity cards.
Although some of the work is at a more difficult reading level, my ELL students can definitely
come to me so I can help them read-one-on-one, in a small leveled reading group or see a language
specialist. I can also translate for my Hmong-speaking students. For example, the To the Center of the
Earth! and What’s Inside the Earth? activities, have Spanish translations for my Spanish-speaking
students.
For my special ed students the content of these activities can be simplified, as long as they still
understand the concepts or reach the objectives of the lesson. For example, for Activity #8,
Earthqquuaaakkee! they can do this activity with a buddy if they need help building with the cards.
They can also see me or a specialist for help.
For my advanced students who need a challenge, I have extra challenge cards available, in
which they can explore a different assignment or an additional assignment for extra credit.
I understand that my students will be reading at different levels. Each of these activities should
be completed within 45 minutes of an hour of class time. However, if students are not done, they can
simply return to these assignments the next day to finish up.
CENTER ASSESSMENT/EVALUATION:
Student progress will be monitored daily by using a tracking sheet to check off student’s
completed work. Each student has a folder/journal with all of their activities which I, the teacher, will
review and evaluate when completed.
Their finished project assignments will be assessed using a rubric and other written work will
be assessed using the traditional method. I have included five different rubrics I created for the
purpose of grading their activity cards.
PANGAEA EVALUATION
The following rubric applies to the Pangaea, the Continental Drift activity where they color, label, cut
out and fit the continents into one land mass. Then they explore the website and answer the questions.
Any work under 60 points will result in students having to re-do the assignment. It is worth a total of
100 points (maximum).
UNACCEPTABLE
SATISFACTORY
Title
No title is present
(0 points)
Title is present
(3 points)
Eurasia
Continent is missing
(0 points)
South America
Continent is missing
(0 points)
Antarctica
Continent is missing
(0 points)
North America
Continent is missing
(0 points)
Australia
Continent is missing
(0 points)
Africa
Continent is missing
(0 points)
Neatness, Quality
Unorganized and sloppy,
low-quality work
(0 points)
Key
No key present
(0 points)
No compass rose
present
(0 points)
Incomplete
(0 points)
Continent is present but not
arranged as “one mass”
(3 points)
Continent is present but not
arranged as “one mass”
(3 points)
Continent is present but not
arranged as “one mass”
(3 points)
Continent is present but not
arranged as “one mass”
(3 points)
Continent is present but not
arranged as “one mass”
(3 points)
Continent is present but not
arranged as “one mass”
(3 points)
Continents organized, shows
some understanding of
Pangaea, good quality work
(10 points)
Work shows a key
(5 points)
Work shows a compass rose
(10 points)
Compass Rose
Part II Questions
Total
Answers some questions.
(10 points)
EXCELLENT
A title is present and relevant to
map
(5 points)
Continent is present, labeled and
arranged as “one mass”
(5 points)
Continent is present, labeled and
arranged as “one mass”
(5 points)
Continent is present, labeled and
arranged as “one mass”
(5 points)
Continent is present, labeled and
arranged as “one mass”
(5 points)
Continent is present, labeled and
arranged as “one mass”
(5 points)
Continent is present, labeled and
arranged as “one mass”
(5 points)
Continents organized and neat,
shows understanding of Pangaea
concept, high-quality work
(20 points)
Key is present and labeled
correctly (10 points)
Work shoes a compass rose that is
labeled correctly
(15 points)
Thoughtfully answers all
questions, provides examples.
(20 points)
WHAT’S INSIDE THE EARTH? EVALUATION
The following rubric applies to the What’s Inside the Earth hands-on activity where they create a
model of the earth and show the internal structure. Any work under 60 points will result in students
having to re-do the assignment. It is worth a total of 100 points (maximum).
UNACCEPTABLE
SATISFACTORY
EXCELLENT
External Surface
Surface of model is bare or
not covered by blue and
green modeling clay
(0 points)
Surface of model is covered
by blue and green modeling
clay
(5 points)
Internal Structure
Inside of model is bare or
not covered by rings or
layers of modeling clay
(0 points)
Inside of model is covered
by 2 or 3 rings or layers of
modeling clay
(3 points)
Surface of model is covered
by blue modeling clay
representing water and
green modeling clay
representing continents
(10 points)
Inside of model is covered
by 4 accurate rings or layers
of modeling clay.
Labels
Labels are missing
(0 points)
Some labels are present
(3 points)
Quality, Neatness
Unorganized and sloppy,
low quality work
(0 points)
Organized and shows some
understanding of the
earth’s structure, good
quality work
(10 points)
(5 points)
All labels are present and in
the correct places
(5 points)
Organized, neat and shows
correct understanding of
internal and external
structure of the earth, high
quality work
(20 points)
Total points
VOLCANO IN JAPAN, MOUNT FUJI EVALUATION
The following rubric applies to the Mount Fuji Haiku Poem activity where they create a Japanese haiku
poem about feelings and/or experiences of nature after viewing pictures and learning about Mt. Fuji.
Any work under 60 points will result in students having to re-do the assignment. It is worth a total of
100 points (maximum).
UNACCEPTABLE
SATISFACTORY
Title
No title present
(0 points)
Title is present
(10 points)
Poem structure
No words or structure, just a
sentence
(0 points)
Content
Shows very little or no
understanding of haiku
poems.
(0 points)
Illustrations are missing
(0 points)
Shows poem broken up into
three lines, understands
concept of haiku poem
(10 points)
Thoughtful and meaningful,
shows some understanding of
haiku poems.
(10 points)
One or two illustrations are
present
(10 points)
Illustrations
Quality,
Neatness
Total points
Unorganized and sloppy, just
a draft piece, low-quality
(0 points)
Organized and in a final
draft, good quality work
(10 points)
EXCELLENT
Title is present and relevant
to haiku poem.
(20 points)
Shows correct structure of
haiku poem with 17 syllables.
(20 points)
Conveys imagery, is
meaningful and shows
understanding of haiku poems
(20 points)
Some Illustrations are present
and conveys meaning relevant
to poem
(20 points)
Organized, neat final draft
with illustrations, high quality
(20 points)
EXPERIMENT: BUILD A VOLCANO EVALUATION
The following rubric applies to the hands-on Build a Volcano activity where they create a model out of
salt-dough. Students can add details, such as painting it, adding “rocks” “trees” “bushes” “houses” etc.
Then they conduct the experiment to make their volcano erupt. Any work under 60 points will result in
students having to re-do the assignment. It is worth a total of 100 points (maximum).
UNACCEPTABLE
Building a model
SATISFACTORY
EXCELLENT
Model incomplete, did not
follow directions
(0 points)
Experiment did not work
(0 points)
Model is built, followed
directions.
(10 points)
Experiment works
(10 points)
Follow-up
Questions
No response in journals
(0 points)
One or two responses
following the experiment
(10 points)
Group work
Did not participate with group
members
(0 points)
Quality, Neatness
Unorganized and sloppy, low
quality
(0 points)
Some participation and
cooperation with group
members
(10 points)
Somewhat neat and
organized, quality-work
(10 points)
Experiment
Model is built following the
directions and details are added.
(20 points)
Experiment worked and tried
other methods
(20 points)
Response to all of the follow-up
questions recorded in reading
log
(20 points)
Full participation and
cooperation with group
members.
(20 points)
Constructed in a neat and
organized manner, high quality
work
(20 points)
Total points
CLASS BOOK: REPORTING ON FAMOUS EARTHQUAKES AND VOLCANOES!
The following rubric applies to the class book Reporting on Famous… activity where students will use
the 5 W’s as a research guide and collect important information about a volcano and volcanic eruption
or earthquake. Students will write a rough draft and revise or edit as necessary. Then they create an
illustration demonstrating their understanding of the catastrophic event. The final draft would be
approved and binded into a book for the class to read. Any work under 60 points will result in students
having to re-do the assignment. It is worth a total of 100 points (maximum).
UNACCEPTABLE
Title
Rough Draft
with Revision
Content
(5 W’s and How)
Illustrations
Quality,
Neatness
Total points
No title present
(0 points)
No rough draft
(0 points)
Not thoughtful or
meaningful, shows little or
no understanding of haiku
poems.
(0 points)
Illustrations are missing
(0 points)
Low quality, unorganized
and sloppy, a draft piece
(0 points)
SATISFACTORY
Title is present
(10 points)
Rough draft but no
revision
(10 points)
Thoughtful and
meaningful, shows some
understanding of haiku
poems.
(10 points)
A illustrations is present
(10 points)
Quality work, organized
and in a final draft, some
errors
(10 points)
EXCELLENT
Title is present and relevant to report
(20 points)
Rough draft clearly marked with
revision
(20 points)
Conveys imagery, is meaningful and
shows understanding of haiku poems
(20 points)
One or more Illustrations is present
and is relevant to reporting of event
(20 points)
High quality work, organized, neat
final draft either typed or neatly
written in pen, no or very few errors
(20 points)
LIST OF TEXT SOURCES:
Berger, M. & G. (). Why Do Volcanoes Blow Their Tops?: Questions and Answers About Volcanoes and
Earthquakes. New York, NY: Scholastic.
Bourseiller, P. (2003). Volcanoes: Journey to the Crater’s Edge, New York, NY: Harry N. Abrams.
Gazlay, S. (2008). Science Works: Be A Volcanologist!. Pleasantville, NY: Gareth Stevens Publishing.
George, L. (2003). Plate Tectonics. Farmington Hills, MI: KidHaven Press.
Lewis, G. B et. al. (2007). The Red Volcanoes: Face to Face with the Mountains of Fire. New York, NY:
Thames & Hudson.
Lindeen, M. (2008). Ashes to Ashes: Uncovering Pompeii. New York, NY: Children’s Press.
Knauer, K. et. al. (2006). TIME, Nature’s Extremes: Inside the Great Natural Disasters that Shape Life
on Earth. New York, NY: Time Inc.
McGuire, B. (1995). Volcanoes of the World. San Diego, CA: Comstock.
McMorrow, C. Quakes! New York, NY: RandomHouse.
Osborne, M. P. (2001). Earthquake in the Early Morning. New York, NY: RandomHouse.
Osborne, M. P. (1998). Vacation Under the Volcano. New York, NY: RandomHouse.
Rooney, A. (2006). Volcano. New York, NY: Dorling Kindersley.
Rubin, K. (2007). Inside: Volcanoes & Earthquakes. New York, NY: Simon & Schuster.
Rusch, E. (2007). Will it Blow?: Become A Volcano Detective at Mount St. Helens. Seattle, WA:
Sasquatch Books.
Stille, D.R. (2007). Plate Tectonics: Earth’s Moving Crust. Minneapolis, MN: Compass Point.
Stewart, M. (2008). Earthquakes and Volcanoes. New York, NY: HarperCollins.
Turner, M. (2007). D.K. Online: Earth. New York, NY: Dorling Kindersley.
Temple, T. (2007). Welcome to Hawai’i Volcanoes National Park. Chanhassen, MN: The Child’s World.
Trueit, T. S. (2003). Earthquakes. New York, NY: Franklin Watts.
Van Rose, S. (2002). Eyewitness: Volcano & Earthquakes. New York, NY: Dorling Kindersley.
Vogel, C. G. (2003). The Restless Sea: Shifting Shores. New York, NY: Franklin Watts.
KID’S WEB SITES FOR LEARNING
Think Quest for Kids: http://library.thinkquest.org/17457/english.html?tqskip1=1
Kids National Geographic:
View a slideshow http://www.nationalgeographic.com/ngkids/0312/main.html
Take a Quiz on Red Hot Volcanoes http://www.nationalgeographic.com/ngkids/0106/volcano/
National Geographic Interactive Map (well-known volcanoes):
http://ngm.nationalgeographic.com/2008/01/volcano-culture/decade-volcano-map-interactive
Kids Discovery, Pompeii: http://kids.discovery.com/games/pompeii/pompeii.html
Discovery, Super Volcanoes:
http://dsc.discovery.com/convergence/supervolcano/supervolcano.html?jump_to=content
BrainPOP Science Fun!
http://www.brainpop.com/science/earthsystem/platetectonics/preview.weml
http://www.brainpop.com/science/earthsystem/earthquakes/preview.weml
http://www.brainpop.com/science/earthsystem/volcanoes/preview.weml
Volcano World: http://volcano.oregonstate.edu/
Volcano World for KIDS: http://volcano.oregonstate.edu/kids/index.html
NOVA Volcano above the Clouds: Mt. Kilimanjaro
Mountain Weather: http://www.pbs.org/wgbh/nova/kilimanjaro/weat-flash.html
Toba the Mega-volcano: http://www.pbs.org/wgbh/nova/megavolcano/supe-flash.html
USEFUL SITES FOR INFORMATION ABOUT VOLCANOES
USGS.GOV – Volcanoes:
http://education.usgs.gov/common/primary.htm#volcanoes
http://www.volcanoes.usgs.gov
http://www.learner.org/interactives/volcanoes/index.html
http://www.volcano.si.edu/index.cfm
http://www.volcano.si.edu/world/
http://homeschooling.gomilpitas.com/explore/volcanos.htm
Julian Trubin: http://www.juliantrubin.com/encyclopedia/earthsciences/volcano.html
PBS – Savage Earth:
http://www.pbs.org/wnet/savageearth/volcanoes/index.html
Exploring the Environment, Volcanoes:
http://www.cotf.edu/ete/modules/volcanoes/vtypesvolcan1.html
Volcanoes on Other Planets and their Moons
http://www.crystalinks.com/volcanoesplanets.html
Yellowstone National Park
http://www.yellowstonepark.com/Things/
USEFUL SITES FOR INFORMATION ABOUT EARTHQUAKES
Today in EQ History: http://earthquake.usgs.gov/learning/today/
http://pubs.usgs.gov/gip/earthq1/
http://earthquake.usgs.gov/regional/neic/
FEMA for Kids: http://www.fema.gov/kids/quake.htm
http://www.fema.gov/kids/volfacts.htm
http://www.fema.gov/kids/volcano.htm
VIDEO
NOAA Plate Tectonics: http://www.montereyinstitute.org/noaa/lesson01.html
OTHER RESOURCES FOR SCIENCE CENTER
Activity/Task Cards
#2 To the Center of the Earth website: http://library.thinkquest.org/17457/english.html
#3 Layers of the Earth: http://www.usoe.k12.ut.us/curr/science/core/5th/lep/physical/travel1.htm
#4 Label the Volcano Diagram
http://www.enchantedlearning.com/subjects/volcano/labelvolcano.shtml
#5 Continental Plates Online puzzle: http://www.montereyinstitute.org/noaa/lesson01/l1ex1.htm
Puzzle Game Image:
http://www.answersincreation.org/curriculum/geology/images/682pPlates_tect2_en.png
#6 Pangaea, The Continental Drift Theory: http://www.sd5.k12.mt.us/glaciereft/pangea.htm
#7 The Great San Francisco Earthquake Article:
http://www.sciencenewsforkids.org/articles/20060419/Note3.asp
#9 Ring of Fire interactive map: http://baird.si.edu/minsci/tdpmap/viewer.htm
#11 Viscosity Lab: http://docs.google.com/View?docid=dfb8m3dw_1368dkv3vtgv
Interactive site: http://www.seed.slb.com/en/scictr/lab/visco_exp/viscosity.htm
#13 Mount Fuji slideshow:
http://www.slideshare.net/Raissa_ro/fuji-mountain-japan-233237/v1
http://web-japan.org/kidsweb/explore/calendar/july/fuji.html
#14 Viscosity Lab: http://docs.google.com/View?docid=dfb8m3dw_1368dkv3vtgv
Earthquake 3D model around the world! http://www.starfield-screen-saver.com/quake.html
Rope Lava: http://www.physicalgeography.net/fundamentals/images/20011005-0039_DAS_large.jpg
Picture of Volcano from National Geographic:
http://s.ngm.com/2008/01/volcano-culture/img/volcano_feature.jpg
Volcano, Indonesia Picture by: John Stanmeyer, Natl Geog Jan 2008:
http://ngm.nationalgeographic.com/2008/01/volcano-culture/img/merapi.665.jpg
Locations of World Volcanoes Image:
http://www.aegweb.org/images/Geologic%20Hazards/globalvolcanoes.png
EARTH’S PLATES Image:
http://science.nationalgeographic.com/staticfiles/NGS/Shared/StaticFiles/Science/Images/topicimages/tectonics13_infographic.jpg
World Continental Plates Puzzle with Arrows image:
http://quake.usgs.gov/research/deformation/modeling/teaching/puzzle/puzzle(A0).jpg
Photos of Earthquakes from FEMA: http://www.fema.gov/kids/p_eq.htm
Volcanoes - The Affirmative: http://vulcan.wr.usgs.gov/LivingWith/PlusSide/framework.html
Scale of Destruction (Volcanoes & Earthquakes) http://www.fema.gov/kids/intense.htm
Photo of Mt. St. Helen http://www.fs.fed.us/gpnf/global/images/20070727-1401-hd-sm.jpg
Most Destructive Earthquakes: http://science.howstuffworks.com/12-of-the-most-destructiveearthquakes.htm
THE EARTH IS RUMBLING! THE EARTH IS OOZING!
COME LEARN ABOUT EARTHQUAKES AND VOLCANOES!
Begin by taking a student tracking sheet from the front pocket of this folder
(Earthquakes & Volcanoes Activity Cards). Make sure you keep track of each
completed activity.
Keep this sheet in your “Earthquakes & Volcanoes Unit Folder” which will hold
all your completed activities and works in progress.
There are 15 activities in this unit. You MUST complete all 15 activities. Activity
#1 should be done first and #15 should be done last. However the rest of the
activities are to be completed in any order you choose and are to be done in
your free time or during work time.
Be sure to read the directions and requirements before you complete these
assignments.
No more than two activities should be done in one day. If there is not enough
time to start a new activity, read a book or visit a website on the one of the
topics!
All notes should be written in your unit folder/journal.
Do your own work, even if you are working with a partner or a group.
If you need help with readings, come see me! Or if you have any questions, ask
Ms. Xiong or your peers in class.
If you want a challenge, please see the Challenge Cards for more information!
Have fun learning and discovering new things!
LET’S GET STARTED!
STUDENT TRACKING SHEET
This sheet will help you keep track of the unit activities. Please complete all of the activities.
Directions:
1. Fill in the date and place and check off each of the activities after you have completed
them.
2. Turn in your completed activity in the “student work” box on Ms. Xiong’s desk. If there is
still time left, start a new activity.
3. After all activities are completed; turn this “Student Tracking Sheet” in with your student
assessment.
Activity
Date Completed
1
List, Group Label & Write
2
To the Center of the Earth!
3
What’s Inside the Earth?
4
Label the Volcano
5
Continental Plates Puzzle
6
Pangaea, The Continental Drift Theory
7
The Great San Francisco Earthquake
8
Earthquuaaakkkkeee!
9
Ring of Fire
10
Reporting on Famous…
11
World’s Most Famous Volcanoes!
12
Pompeii: Buried Under Ashes of Mt. Vesuvius
13
Volcano in Japan, Mount Fuji
14
Volcano Lab: Viscosity of Fluids
15
Build A Volcano!
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
(X)
TEACHER’S TRACKING SHEET
This sheet will be used to keep track of the student’s unit activities.
Activity
Date Completed
1
List, Group Label & Write
2
To the Center of the Earth!
3
What’s Inside the Earth?
4
Label the Volcano
5
Continental Plates Puzzle
6
Pangaea, The Continental Drift Theory
7
The Great San Francisco Earthquake
8
Earthquuaaakkkkeee!
9
Ring of Fire
10
Reporting on Famous…
11
World’s Most Famous Volcanoes!
12
Pompeii: Buried Under Ashes of Mt. Vesuvius
13
Volcano in Japan, Mount Fuji
14
Volcano Lab: Viscosity of Fluids
15
Build A Volcano!
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
Notes:
(X)
ACTIVITY CARDS FOR EARTHQUAKES & VOLCANOES UNIT
Task #
*1
Topic
E/V
Activity
List, Group Label & Write
(pre-assessment)
2
IP
3
IP
4
V
To the Center of the
Earth!
(data-collection)
What’s Inside the Earth?
(Spanish, hands-on)
Label the Volcano
5
PT
6
PT
7
E
8
E
9
E/V/PT
10
E/V
11
V
12
V
13
V
14
V
**15
V
Continental Plates Puzzle
(hands-on)
Pangaea, The Continental
Drift Theory
(video)
The Great San Francisco
Earthquake
Earthquuaaakkkkeee!
(investigative)
Ring of Fire
(interactive website)
(investigative)
Reporting on Famous
Earthquakes and Volcanic
Eruptions (class book)
World’s Most Famous
Volcanoes!
(classify, data-collection)
Pompeii: Buried Under
Ashes of Mt. Vesuvius
(multicultural, thematic)
Volcano in Japan, Mt. Fuji
(multicultural, thematic)
Volcano Lab: Viscosity of
Fluids
(inquiry/investigative)
Build A Volcano!
(hands-on, inquiry)
~IP – Internal Processes
~E – Earthquakes
~V – Volcanoes
~PT – Plate Tectonics
* - To be completed first (pre-assessment)
** - To be completed last (class experiment)
Overall Lesson Objective
Students will be able to evaluate and record what
information they know about either earthquakes or
volcanoes and what they know after reading more about
their topic.
Students will use an interactive website, read relevant
information of the Earth’s structure and be able to identify
important characteristics.
Students will read about the structure of the earth and
make a model of the earth identifying its main parts.
Students will match vocab words to definitions and be able
to identify and label the main parts of a volcano.
Students will review and gain a better understanding of
tectonic plates and their boundaries.
Students will demonstrate how the earth’s land masses
were once one huge land mass known as Pangaea by fitting
them together and describing the processes that cause
plate movement.
Students will read an article about an event in history and
answer comprehension questions.
Students will simulate an earthquake and make
observations and predictions on their experiment.
Students will use an interactive website to map volcanic
activity and identify the relationships between tectonic
plates, earthquakes and volcanoes.
Students will create a news report on what they know and
have learned about a specific earthquake or volcanic
eruption.
Students will classify volcanoes by important
characteristics and features.
Students will learn about the famous eruption of Mt.
Vesuvius in 79AD and compare the pros and cons of living
near a volcano.
Students will learn about Mt. Fuji and creatively write a
haiku poem.
Students will explore different liquids and their viscosity
through hands-on experimentation and an interactive,
online viscosity lab to see how temperature affects
viscosity.
Students will simulate a volcanic eruption with vinegar and
baking soda by constructing a model out of clay and
plaster materials.
While completing these activities, students will refer to the tracking sheet which will let them know
what activities they have already done and those that still need to be completed. The students are responsible
for completing each of the activities for the topic before we move to the next topic as a class. Each task should
be completed in the card order if possible.
#1 LIST GROUP LABEL AND WRITE
* Please see me if you need help completing this worksheet.
1. Choose a topic: Earthquakes or Volcanoes. List all of the words that come to your mind on this
topic.
2. Next, group and label the words into the categories below.
places
names
types
parts
3. Share your grouped terms with a friend in the class or the teacher.
4. Read your assigned selection from Insider’s Volcanoes & Earthquakes by Ken Rubin. Pages 14-23
for Volcanoes or pages 28-37 Earthquakes.
5. After reading, write down as many new terms as you can in the space provided.
6. Group and label these new terms.
places
names
types
parts
7. Write a paragraph to inform others of what you have learned. Use words from your list.
#2 TO THE CENTER OF THE EARTH!
Directions:
1. Go to: http://library.thinkquest.org/17457/english.html
2. Read about the internal
Layer
Temperature
structure of the Earth.
3. Label the diagram and
Crust
table below.
Composition
Thickness
corteza
Mantle
manto
Outer
Core
núcleo
externo
Inner
Core
núcleo
interno
4. Then match the correct word to its definition and fill in the missing blanks.
Words:
crust
inner core
mantle
outer core
The ___________ is a rigid, rocky outer surface of the Earth, composed mostly of iron and nickel. It
is thinner under the oceans.
The center of the Earth, called the ___________, is composed of solid iron. It is very hot and under
great constant pressure.
The ___________ is a rocky layer located under the __________. It is composed of aluminum,
silicon, magnesium, oxygen, iron, and calcium. Convection (heat) currents carry heat from the hot
inner mantle to the cooler outer mantle.
The molten iron-nickel layer that surrounds the inner core is called the ____________.
Spanish Learners Supporting Vocabulary:
Earth / Tierra
globe / globo terráqueo
solid / sólido
liquid / líquido
layer / capa
#3 WHAT’S INSIDE THE EARTH?
In this activity, you will be making a model of the Earth's internal structure. Although it will only
take you less than an hour to make, the actual Earth took 5 billion years to form!
Materials:
The Magic School Bus: Inside the Earth by Joanna Cole
reference to globe in classroom
3-inch styro-foam ball with wedge cut-out
modeling clay in red, orange, yellow, brown, green and blue (white optional)
table covered with newspaper
strips of paper for labeling parts
stapler
paper clip
yarn
Directions:
1. To begin you’ll need to have read The Magic School Bus: Inside the Earth by Joanna Cole. Use
the book as a reference.
2. Prepare your work area by getting newspaper out and covering your work area.
3. To create the model, you will first have to use blue modeling clay and cover the outside of the
styro-foam ball. Press down to mold.
4. Next, form green pieces to represent the continents. Lay these on top of the blue-covered ball.
You could also put white pieces on opposite ends for the north and south pole.
5. Roll out a small ball of red modeling clay. Press down into the center of the model. This is the
core.
6. Roll a 1/4 in thick piece of orange modeling clay (about the size of your pinky). Add around the
red clay.
7. Roll out another piece of yellow modeling clay of the same size and add around the orange clay.
8. Roll out a thin piece of brown modeling clay. This will represent the crust. Lay this on the edge
or rim where the wedge was cut out. Press down.
9. Attach a piece of yarn to your paperclip and add that to the top of your model to hang up in the
classroom!
10. Use small strips of paper to label the correct parts on your model. Use a stapler to attach
labels.
crust
corteza
inner core
núcleo interno
mantle
manto
outer core
núcleo externo
#4 LABEL THE VOLCANO DIAGRAM
Directions: Match the vocabulary words to its definition, and then label the diagram with the
vocabulary words.
A. magma
_____ The cloud of ash that forms in the air after some volcanic eruptions.
B. chamber
C. ash cloud
D. side vent
E. conduit
F. crust
_____ A passage through which magma (molten rock) flows in a volcano.
_____ Earth's outermost, rocky layer.
_____ Molten rock; it usually comes out of erupting volcanoes.
_____ It contains magma (molten rock) deep within the Earth's crust.
G. vent
_____ An outlet in the side of a volcano.
H. lava
_____ An opening in the Earth's surface through which volcanic materials erupt.
#5 CONTINENTAL PLATES PUZZLE
In this Continental Plates activity you will put together the jigsaw puzzle.
Answer these questions in your unit notebook.
What do the puzzle pieces represent?
Identify the 5 continents and 4 oceans.
Write down any observations about the plates.
What are the three types of plate boundaries? Give an example of each.
Go here for an interactive Continental Plates puzzle!
 http://www.montereyinstitute.org/noaa/lesson01/l1ex1.htm
#6 PANGAEA, THE CONTINENTAL DRIFT THEORY
Materials:
Student Sheet of Pangaea
scissors
markers/colored pencils
world atlas
blue construction paper
computer
Part I.
Directions:
1. Color the continents.
2. Label and cutout the continents as best as you can. Be sure to label Antarctica as well.
3. Arrange them to fit them together into one large land mass. This is called Pangaea, the idea that the continents
were once one large land mass. When you have the best fit, glue the pieces to a sheet of blue construction paper.
4. Include a title, compass rose, and a key on your map
Part 2.
Go to: http://video.aol.com/video-detail/x-science-plate-tectonics/3012935528
Watch this video about the continental drift theory and answer the following questions.
What is the continental drift theory?
In your own words, what was Wegener’s theory?
Something new I learned from watching this video is…
#7 THE GREAT SAN FRANCISCO EARTHQUAKE!
Read the article and answer the following questions using complete sentences.
**If you would like help reading this article, please come see me.
SCIENCE NEWS FOR KIDS: A Great Quake Coming?
April 19, 2006
Everyone who lives in San Francisco knows that earthquakes are common in the Bay Area—and
they can be devastating. One hundred years ago this month for example, a major quake
destroyed about 28,000 buildings and killed hundreds, perhaps thousands of people. The ground
shook for nearly a minute, and buildings burst into flame. The fires burned for days.
After the San Francisco quake of 1906, residents could only
stand by as fires, often fueled by broken gas lines, devastated
the city. Fractured water mains hampered firefighters, so
flames spread for 3 days after the quake.
Virtual Museum of the City of San Francisco
(www.sfmuseum.org).
Residents now wonder when the next "Big One" will strike. It's bound to happen someday. At least
seven active fault lines run through the San Francisco area. Faults are places where pieces of
Earth's crust slide past each other. When these pieces slip, the ground shakes.
To prepare for that day, scientists are using new techniques to reanalyze the 1906 earthquake
and predict how bad the damage might be when the next one happens.
One new finding about the 1906 quake is that the San Andreas fault split apart, or ruptured,
faster than scientists had assumed at the time. During small earthquakes, faults rupture at about
2.7 kilometers per second. During bigger quakes, however, recent observations show that
ruptures can happen at rates faster than 3.5 kilometers per second.
At such high speeds, massive amounts of pressure build up, generating underground (seismic)
waves that can cause more damage than the quake itself. Lucky for San Francisco, these
pressure pulses traveled away from the city during the 1906 event. As bad as the damage was, it
could have been far worse.
Looking ahead, scientists are trying to predict when the next major quake will occur. Records
show that earthquakes were common before 1906. Since then, there has been something of a
lull. Patterns in the data, however, suggest that the probability of a major earthquake striking
the Bay Area before 2032 is at least 62 percent.
This diagram shows when earthquakes occurred in the Bay Area and how large they
were. The large bar at the left of the diagram represents the 1906 quake (magnitude
7.8). The frequency of Bay Area earthquakes larger than magnitude 5.5 dropped after
the 1906 quake.
U.S. Geological Survey
New buildings in San Francisco have to follow strict codes that stabilize them against future
quakes. Still, more than 84 percent of the city's buildings are old, weak, and vulnerable. Analyses
suggest that another massive earthquake would cause extensive damage.
People who live there today tend to feel safe because San Francisco has remained pretty quiet
for a while. According to the new research, however, it's not a matter of "if" the Big One will hit.
It's just a matter of when.—E. Sohn
(article source: http://www.sciencenewsforkids.org/articles/20060419/Note3.asp)
Why was there a huge earthquake in San Francisco? What makes this area more likely to have earthquakes than
other places?
How are scientists measuring earthquakes?
What would it be like to live in an area that is prone to earthquake activity? Why do you think people live there?
To view a video on the aftermath and destruction of the earthquake, go to:
http://www.youtube.com/watch?v=oLoB1hg62J4&feature=related
#8 EARTHQUUAAAKKKKEEE!
Create a simulation of an earthquake!
Materials:
cardboard box
metal pan
uncooked beans or rice
deck of cards, dominoes, building blocks
observation skills!
Directions:
1. Begin with the cardboard box. Turn it upside down.
2. Build two small houses of cards, one near the edge of the box and one further away.
3. Tap your fingers gently eight to ten times on the box in front of the closest house. Watch
closely!
Record your observations.
3. Repeat the experiment, this time with two houses of dominoes.
Record your observations.
4. Repeat it once more, this time with block houses. Again, watch the results.
Record your observations.
What did you notice about all three experiments?
Make a prediction about using a different surface and test this hypothesis.
(For example a pan or table)
Try This At Home!
Lay two separate strips of cloth or plastic next to each other on the bottom of a cake pan. Let the excess length of
one strip hang out at one end of the pan, the other at the other end. Cover the strips with damp soil up to the edge
of the pan and pack it down firmly. Place toys on the soil to represent houses, cars, bridges. Now pull the protruding
strip at one end and the other at the other end simultaneously.
#9 RING OF FIRE
What’s this “Ring of Fire” all about? Is there really a ring of fire burning
somewhere? Where do you think most earthquakes and volcanoes occur? Is
there one spot or general area? Let’s find out!
My Prediction about the “Ring of Fire”:
Materials:
A blank world map
red and purple colored pencils
Go to: “This Dynamic Planet” (http://baird.si.edu/minsci/tdpmap/viewer.htm)
Directions: Each time you change the features of the map, you will need to click the refresh
button.
1. Turn off all layers except Volcanoes. Turn off all visible except Volcanoes and Topography.
What do you notice? Where are the majority of the world’s volcanoes located? Sketch
these areas using the red-colored pencil onto your world map.
2. Turn off all layers except Notable Events. Turn on all of the options: M=5.0 - 5.9 EQs, M=6.0 6.9 EQs, M=7.0 - 7.9 EQs, and M=8.0 - 9.5 EQs,
What do you notice now? Is there a relationship between where volcanic and earthquake
activity occurs? Sketch high-activity areas in purple onto your world map.
3. Now turn on the Divergent Boundary, Transform Boundary and Convergent Boundary. Click
Where are earthquakes located? Is there a relationship between earthquakes and plate
boundaries?
4. Turn off all earthquake layers and turn the Volcanoes layer back on with Plate Motion and the
three boundaries.
Explain in a few sentences why this area of volcanic and earthquake activity is called the
Pacific Ring of Fire. What do the boundaries and plate motions have to do with it?
*Correctly label your map and turn it in with your lesson response. (Optional: color the whole map)
#10 CLASS BOOK: REPORTING ON FAMOUS VOLCANOES & EARTHQUAKES
Mt. St. Helens
Objectives:



Students will use the 5 W’s as a research guide and collect important
information about a volcanic eruption or earthquake. For example write about
your favorites from class like Mount Saint Helens or Great San Francisco
Earthquake.
Students will write a rough draft and revise or edit as necessary.
Students will create an illustration demonstrating their understanding of the
catastrophic event.
Directions:
Pretend you are a writer for a scientific journal. You have been asked to write
an accurate but brief article about a volcanic eruption or an earthquake.
1. Choose any of the volcanoes and earthquakes we have discovered in class. Try to
choose one someone hasn’t already done.
2. Your article can be written in any time period (history or future) and should include
the 5 W’s (who, what, when, where, why it is important) and any other detail you
feel is important.
3. Don’t forget to create an interesting title and illustration to go along with your
work. Use your imagination and creativity!
Image source: http://www.fs.fed.us/gpnf/global/images/20070727-1401-hd-sm.jpg
#11 WORLD’S MOST FAMOUS VOLCANOES!
Kilauea, Hawaii;
Etna, Italy;
Mount St. Helens, Washington;
Katmai, Alaska;
Arenal, Costa Rica;
Santa Maria, Guatemala;
Vesuvius, Italy;
Santorini, Greece;
Fuji, Japan;
Mauna Loa, Hawaii;
Merapi, Indonesia;
Ruiz, Colombia;
Pelee, Caribbean;
Yellowstone, Wyoming;
Stromboli, Italy;
Long Valley, California;
Krakatau, Indonesia;
Paricutin, Mexico;
Choose any 10 out of 18 famous volcanoes and classify them by volcanic name, type, and region.
Add three other classifications of your own. For example: last eruption, status, elevation, latitude,
longitude, viscosity, etc.
Use books and websites to find out more information such as:
http://www.volcano.si.edu/world/volcanocriteria.cfm
Volcano Name
Mt. St. Helens
Type
Stratovolcano
Region
United States
?
?
What classifications did you choose? How can this data be used or interpreted?
?
#12 POMPEII: BURIED UNDER ASHES OF MT. VESUVIUS
One of the most famous eruptions of all time took place in Pompeii, Italy in 79 A.D. Mount
Vesuvius was a dormant volcano but on August 24th, it violently erupted and buried many Roman
residents in several yards of ash and debris in both Pompeii and a nearby town called Herculaneum.
Read more about Pompeii and view pictures from the Ashes to Ashes: Uncovering Pompeii by Mary
Lindeen.
A. Complete a pros and cons diagram of the benefits vs. the
hazards of a volcano.
Some questions to think about:
Why would people want to live near volcanoes?
What can volcanoes provide?
Should people be allowed to live near a dangerous
volcano like Mt. Vesuvius?
B. Pretend you are an archaeologist digging around Pompeii. What kinds of artifacts would you
find? Draw a couple (3-4) examples and explain each.
#13 VOLCANO IN JAPAN, MOUNT FUJI
Social Studies, Science, Language Arts
Mount Fuji 富士山
Mount Fuji is a symbol of Japan because of it is a beautiful, nearly
perfect conical shape and wide flowing skirt. In Japan, Mount Fuji
is also known as Fujisan. In the winter, Mount Fuji is very
beautiful because the upper half of the mountain is covered with
snow. Since ancient times, Fujisan along with Mt. Hakusan and
Tateyama has been worshipped are Japan's sacred mountains.
1. Go to this site: http://webjapan.org/kidsweb/explore/calendar/july/fuji.html to read more about Mount Fuji.
2. Then go here: http://www.slideshare.net/Raissa_ro/fuji-mountain-japan-233237/v1 to view a
slideshow of pictures of Mount Fuji.
3. After viewing the slideshow, write a Haiku about Mt. Fuji.
A haiku is a poetic form and a type of poetry from the Japanese culture. Haiku combines
form, content, and language in a meaningful, yet compact form. Haiku poets usually use simple
words and grammar to write about everyday things like nature, feelings, or experiences.
We will be using the most common form for Haiku. It is composed of three short lines. The
first line usually contains five (5) syllables, the second line seven (7) syllables, and the third line
contains five (5) syllables. Haiku doesn't rhyme. A Haiku must "paint" a mental image in the
reader's mind. This is the challenge of Haiku - to put the poem's meaning and imagery in the
reader's mind in ONLY 17 syllables over just three (3) lines of poetry!
Your topic is Mt. Fuji and nature. Write a neat draft and go over your writing with a
marker. Decorate it with pictures. These will be displayed in the classroom or hallway!
Example:
Love-ly Fu-ji-san,
Reach-ing towards the big blue sky
A mar-ve-lous view!
Japanese Characters for Fujisan: Try Writing It!
富士山
#14 VOLCANO LAB: VISCOSITY OF FLUIDS
**Can be completed with a partner
Liquids have a variety of different properties. One of these properties is called viscosity,
which refers to the resistance of a liquid to flow. Viscosity is an important property to consider
when learning about volcanoes. Liquids that are thin are considered less viscous, and flow fast and
with ease. Liquids that are thick are considered more viscous, and flow slowly.
Materials:
Water – Olive Oil – Honey
3 test tubes marked one cm from the top and the bottom w/ 3 stoppers
Test tube rack
3 Marbles
Stop watch
Procedure 1: Viscosity of Various Liquids
1. Insert a marble in the test tube, fill the test tube to the top with water, and stopper the end.
2. Invert the test tube and observe the marble dropping through the water.
3. With the stopwatch, try to measure the time it takes for the marble to drop from one line on
the test tube to the other when you turn it over. Do this three times to try to get an accurate
reading.
Time (sec) for marble to drop through liquids of various viscosity
Trial
1
2
3
Average Time
Water
Olive Oil
Honey
Viscosity Lab
Answer the following questions:
1. Which of the liquids tested had the lowest viscosity?
2. Which of the liquids tested had the highest viscosity?
3. Explain how viscosity of liquids relates to volcanoes and how they work.
4. Go to: http://www.seed.slb.com/en/scictr/lab/visco_exp/viscosity.htm.
Before you begin, make a prediction about what effect temperature has.
Test your hypothesis by playing around with this Virtual Viscosity Explorer site.
Record your observations by making a table.
#15 BUILD A VOLCANO!
Now we're going to get a little messy! In this experiment we will simulate a real volcano. After
mixing just the right amount of ingredients together, we'll add the final item to make our volcano
'blow its top' spewing red lava down the sides.
(We will be making these volcanoes during class time and setting them away to dry
at least 48 hrs prior to this experiment)
These are the directions we will follow in class:
1.
2.
First we need to create the 'salt dough'. Mix 6 cups flour, 2 cups salt, 4
tablespoons cooking oil, and 2 cups of water in a large bowl. Work the
ingredients with your hands until smooth and firm. Add more water to
the mixture if needed.
Stand the soda bottle in the baking pan. Mold the salt dough around the bottle making sure you don't
cover up the bottle mouth or drop any dough into the bottle. Take your time on this step and build your
volcano with as much detail as you like.
Materials:
papier-mâché volcano built ahead of time because it needs time to dry and can be reused.
eruption powder (baking soda) with scooper (spoon)
plastic tube/soda bottle
baking pan or tray with newspaper
lava food coloring
vinegar
liquid detergent
water
With Your Group
Directions:
1. Set the tray with the volcano on the table (designated area). Place
newspaper underneath to catch any overflow.
2. Add a few drops of food color with water to fill ¾ of bottle
3. Put 6 drops of the liquid detergent into the bottle.
4. Add 2 tablespoons of baking soda. Then slowly pour vinegar into the bottle
and jump back quick to watch “molten lava” erupt from your volcano!
Answer these questions in your log AFTER the experiment:
1. Explain in few sentences how the model is similar to a real volcanic eruption. How is it
different from a volcanic eruption?
2. What do you think the eruption powder was?
3. What happened when we mixed the water and powder?