Post on 06-Feb-2018
Earthquakes- Unit Plan
Earth Science
Grade 8
Tony Ragusa
December 7, 2012
EDML 814, 400
Dr. Cassie Fay Quigley
Introduction
The content topic for my place-based unit plan is Earthquakes. I chose this content for my students
for several reasons. Due to the geographic location of our school, our students have an awareness of
geological processes every time they look outside and see the escarpment of the Appalachian Mountains.
They have a natural curiosity about earths formations. What person doesnt look at a mountain and
wonder? It becomes even more relatable to the students when they learn that our very own school is
located on the Pax Mountain fault line in Greenville County! How cool is that?!? In fact, last years
earthquake in Virginia was felt fairly well all around our schools community. For this reason, it will be
experience related particularly for classes of the next 4-5 years.
In addition, this content topic was chosen for its popularity and the excitement caused by natural
disasters. Look no further than the television lineup and you will find that earthquakes, tsunamis, tornados,
avalanches; mudslides are all very popular topics. Mega Disasters on the History channel, Aftermath on the
National Geographic channel and The Weather Channel itself are all indicators of the extreme interest. Ive
always had that interest myself.
I believe this topic to be highly adaptable to cross content lesson plans. Many great works of
literature to choose from in the ELA program. Lots of calculation based data to draw from for Math related
lessons. And a rich history in our country and globally that tie directly into Social Studies standards for the
State of South Carolina. Charlestons earthquake of 1886 is an earthquake of local historic significance.
But foremost, this unit gives a great opportunity to connect the students, in an emotional way, to
the content. I believe that much of our frustrations in the classroom stem from lack of connection to the
content. My intention is to develop a unit on earthquakes that gives the students a shared experience with
the content.
State Standards Covered in this Unit:
The unit objectives and related State Standards in this unit include:
8-3: The student will demonstrate an understanding of materials that determine the structure of Earth
and the processes that have altered this structure.
8-3.2: Explain how scientists use seismic wavesprimary, secondary, and surface wavesand Earths
magnetic fields to determine the internal structure of Earth.
8-3.3: Infer an earthquakes epicenter from seismographic data.
8-3.6: Explain how the theory of plate tectonics accounts for the motion of the lithospheric plates, the
geologic activities at the plate boundaries, and the changes in landform areas over geologic time.
8-3.8: Explain how earthquakes result from forces inside Earth.
Instructional Strategies:
I intend to use a multidisciplinary approach for this unit. I believe that the most important aspect of the unit
topic, earthquakes, is how we relate to the topic as individuals and as a culture and society.
I will present content throughout the unit in the form of an open forum discussion using the included
PowerPoint presentations and associated worksheets. . Though there are two note taking days, they are carefully
designed into the pacing of the unit such that the overall character of the unit will not be compromised.
Review techniques will be in the form of games and puzzles. A Jeopardy game will serve as review for a
major test and a crossword puzzle will serve as a refresher before a minor graded assignment.
Assessments will be informal visual inspection of worksheets, minor grades for a lab and the Epicenter
worksheet and a major grade for the end of unit summative assessment.
The overarching pedagogical setting, however, will be a focus on doing something with the content
knowledge. At the mid-point of the unit, we begin to discuss how we might respond to people in need as a result of
an earthquake. By the end of the unit, we act upon these discussions as a class. My intention here is to have
students recognize the real world form that this content takes on. I believe with this recognition will come buy in
of the content and therefore increased interest, understanding and retention.
Pacing Guide:
8th
Grade Earth Science Earthquake Unit
Daily Lesson Plan Week #1
Lessons Monday (1) Tuesday (1) Wednesda
y (1)
Thursday
(1) Friday (1)
ESSENTIAL
QUESTION
What are earthquakes? How do the
occurrences of
earthquakes and
volcanoes relate to
plate boundaries?
What types
of faults
does stress
within the
Earth
create?
How
Should We
Respond to
the Crisis in
Haiti?
How are
the
different
types of
seismic
waves
alike and
different?
STANDARDS
8-3.1; 8-3.2;
8-3.3; 8-3.9
8-3.1; 8-3.2;
8-3.3; 8-3.9
8-3.1; 8-
3.2;
8-3.3; 8-3.9
8-3.1; 8-3.2;
8-3.3; 8-3.9
8-3.1; 8-
3.2;
8-3.3; 8-
3.9
ACTIVATING
STRATEGY
Anticipation Guide Whiteboard
Question: What is
one thing you
learned
Types of
Stress
Guest visit
from Red
Cross
representativ
e will speak
on the Haiti
relief effort.
Faults?
TEACHING
STRATEGIES:
Newspaper Article: Haiti earthquake (2010)
Video Footage: CNN Virginia Earthquake
(2012) http://www.youtube.com/watch?v=SVMvR
xbHKX0
PowerPoint:
Earths Crust in
Motion
Lab: A
Model of 3
Faults Day
Interactive
discussion
with a
professional
involved in
disaster relief
efforts
Measuring
EQs
Interactive
PowerPoin
t
EXTENDING/
REFINING
ACTIVITY
Complete Anticipation Guide.
Start KWL
Crust in Motion
Notes (complete
during
PowerPoint)
Lab
Discussion
Class
discussion to
develop what
our response
to the Haiti
disaster will
be.
Epicenter
worksheet
SUMMARIZIN
G
STRATEGY
Open Forum: Share experiences with these
recent earthquakes
End of class
discussion
Complete
the fault
model
worksheet
Earthquake
Crossword
Puzzle of
Key Terms
Complete
KWL
None
ASSESSMENT
Informal based on discussion participation Informal visual
inspection of
completed notes /
worksheet
Formal
minor
grade on
Lab
Visual
inspection of
completed
puzzle.
Informal
participation
assessment
on KWL (no
grade)
Formal
minor
grade on
Epicenter
Worksheet
.
8th
Grade Earth Science Earthquake Unit
Daily Lesson Plan
Week #2
Lessons Monday (2) Tuesday (2) Wednesday (2) Thursday (2) Friday (2)
ESSENTIAL
QUESTION
What are the
most historically
significant
earthquakes?
What are the
most
historically
significant
earthquakes?
Review Test What did we
learn?
STANDARDS 8-3.1; 8-3.2;
8-3.3; 8-3.9
8-3.1; 8-3.2;
8-3.3; 8-3.9
8-3.1; 8-3.2;
8-3.3; 8-3.9
8-3.1; 8-3.2;
8-3.3; 8-3.9
8-3.1; 8-3.2;
8-3.3; 8-3.9
ACTIVATING
STRATEGY
Formal guidance
from Media
Center Specialist
Whiteboard
daily question
Complete final
draft of letters
after teacher
comments.
Brief review of
key points before
distributing test
Reading and
video taping of
letters
TEACHING
STRATEGIES:
Earthquakes in
History Research
Student
Presentations
Jeopardy review
game in
preparation of
the summative
unit test
Summative
assessment Allowed 35
minutes.
Organize the
class to
distribute,
package and
label relief
packages
EXTENDING/
REFINING
ACTIVITY
Design outline
for presentation
Begin writing
letters to Haiti
peers
None After test, begin
collection of
relief collection
None
SUMMARIZING
STRATEGY
Instruct class on
preparation for
tomorrows
presentations
Letters to be
reviewed by
teacher
None None Teacher will
thank the
students for
participation
and remind
them of the
role they can
play in
earthquakes
around the
world.
ASSESSMENT
Informal Informal Informal,
participation
Formal, major
grade
Pacing Summary
DAY ACTIVITIES
Monday (1) Intro to Earthquakes, do anticipation guide, reading
newspaper article of earthquake in Haiti (2010) and
watch CNN video clip of the Virginia earthquake
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