Lesson Plan : Destruction from Earthquakes

Teacher Name:
 L. Cromwell
 Grade 9-10

 Earth and Space Science CONTENT STANDARD D As a result of their activities in grades 9-12, all students should develop an understanding of • Energy in the earth system • Geochemical cycles • Origin and evolution of the earth system • Origin and evolution of the universe Vocabulary: earthquakes, seismic waves, destruction, seismic vibrations, landslides, fires, tsunaamis
 Competency Goal 2: The learner will build an understanding of lithospheric materials, tectonic processes, and the human and environmental impacts of natural and human-induced changes in the lithosphere. Objective 2.04a – Analyze the seismic waves including velocity and refraction to: - Locate earthquake epicenters - Measure earthquake magnitude - Evaluate the level of seismic activity in North Carolina
 TLW differentiate between the various destruction caused by earthquakes. (Analysis) TLW create a Earthquake preparedness plan using their knowledge of earthquakes. (Synthesis)
 Power point lecture notes, computer (teacher), Triple Venn- Diagram per student, Modeling Liquefaction Lab worksheet per student, Earthquake Preparedness activity sheet, computers with internet (students), overhead projector, transparencies, Destruction from Earthquakes worksheet, chalk, chalkboard, chalk eraser, four-column-chart per student Demonstration Materials: large, round rubber balloon, large drinking straw, rubber stopper with hole for drinking straw, filter paper, scissors, all-purpose glue, funnel, 500g clean, dry, medium grained sand, 250ml graduated cylinder, tap water, measuring cup, vacuum pump
 Upon entering the classroom, students will retrieve a Triple Venn-Diagram from the center table to complete the Bell Ringer. The Bell- Ringer will state that each student should compare and contrast P, S, and surface (L) waves. The first five minutes will be devoted to completing the Bell Ringer and then as a group the student and the teacher will make a class Triple Venn-Diagram on the overhead. During this session students will be called on randomly for answers using the playing cards by the teacher.
 Teacher Presentation: At the start of the power point lecture, teacher will ask students to explanation how they think earthquakes destroy things, have seen earthquakes destroy things, or have heard how earthquakes destroy things. Class will formulate a list of the different types of destruction caused by earthquakes. Teacher will explain how seismic waves affect build designs during an earthquake, whether it is minor or destructive. Teacher will explain the concept of liquefaction in which students will have a closer glimpse in a later demonstration. Teacher will elaborate on what a tsunami is and clear up the misconception that most people have about it being tidal waves. Explaining that this is not true because they are neither a tidal effect of the sun or moon, rather they are due to destructive seismic sea waves. Teacher will also elaborate on how earthquakes can cause fires and landslides. Teacher will inquire if students know how earthquakes can cause a fire before explaining that earthquakes can cause gas or electrical lines to be cut. Teacher will be sure to stop periodically throughout lecture to ask questions to determine student comprehension by calling on students randomly using the playing cards.
 Guided Practice: Students will be divided into pairs to observe a teacher demonstration that will model liquefaction. Each pair will be required to complete the questions pertaining to the demonstration on the Modeling Liquefaction Lab worksheet for evaluation of the concepts they should have obtained and concluded from observation. Each pair will then have the task of creating and writing down an earthquake preparedness plan and checking websites to see if their plan is in accordance with the plans of the professionals. They will be required to write down the plan found on the website and cross reference it with their own plan, putting checks next to the steps they have tat were also found in the plan from the chosen site. Demonstration Preparation: Teacher Preparation- The teacher will gather all materials for the demonstration and put them where students will not get to them Teacher will gather safety apron and safety eye wear to prepare for demonstration. Teacher will read all lab procedures and be familiar with all materials prior to demonstration. Safety Precautions: Teacher will need to use safety apron and safety eye wear during teacher demo. Students must remain attentive to the instructor at all times during the lesson in case of any unexpected emergencies. (for demonstration) Demonstration Grouping- Students will work in pairs from their assigned seats as they observe the liquefaction model demonstration performed by the teacher. Students must remain seated while the demonstration is presented. Pre Lab: Students have received, signed, and returned all Safety Contracts. Class has reviewed rules previously and taken a quiz on the rules. Teacher will elaborate on the concepts of liquefaction prior to the demonstration through lecture. Lab: Teacher will follow all procedures from beginning to end in front of students to familiarize them with lab safety procedures, in which they already know (safety contract) to prepare them for the next lab. Post Lab: Teacher will elaborate on what students should have observed during the demonstration through class discussion.
 Students will visual disabilities will be provided with notes and worksheets in large print. These students will also have preferential seating (front of the room). Students classified as SLD will receive extended time on assignments and modified assignment (abbreviated number of problems covering the same amount of concepts).
Checking For Understanding:
 The closure activity and the periodic lecture questions will serve as an evaluation of the mastery level reached by the students on the concepts covered for the lesson.
 Teacher will briefly review the concepts covered in the lesson. Teacher will ask questions from the day’s lecture and lab calling on students randomly using the playing cards they received at the beginning of class.
 Based on the responsive feedback of the students and students ability to answer concept based questions will determine the efficiency of teacher's content delivery.
Teacher Reflections:
 Upon the completion of the lesson teacher will make reflections on content delivery, analysis on concepts to be retaught, what concepts students grasped quickly, inquiry activities that may be incorporated, etc.

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