Susan Caldwell, Joy Lustgraaf, Roberta Oliver, Kevin Swanson, Richard Tosch, Almetta Hall

Subject: Use the information from the USGS National Earthquake Information Center to demonstrate active areas of earthquake activities and plate boundaries.

1. Recognize areas of great plate activity.

2. Understand the three zones of plate activity: subduction, convergent, and divergent zones.

3. Understand how mountains are formed, why volcanoes erupt, why earthquakes occur and how old crustal material becomes recycled.

The students will have completed a lesson about the interior structure of the earth and will have knowledge of its interior and the earth´s crust.

1. The students will be divided into three groups, each group exploring ideas about the three different zones of plate activity: transform, convergent, and divergent zones.

2. They will need to access the site http://www.cotf.edu/ete/modules/msese/earthsysflr/plates2.html and study about their particular zone. They will need to individually answer the following questions related to their group topic and then as a group discuss their answers.

The San Andreas Fault is one of many faults in southern California. Why is this fault mentioned so often? The San Andreas is the main boundary between the North American and the Pacific plates. Both plates are moving, but they are not moving at the same rate. The difference in rate between the two is about 6 centimeters per year.

Problem #1: What is the movement in inches per year? (How many centimeters in an inch?)

Problem #2: How could we find out how fast the plates were moving on either side of a fault like the San Andreas? What device could you invent that would let you know how much movement occurred?

Problem #3: If the movement on either side of the San Andreas Fault seems to be so little per year, why are there large, destructive earthquakes associated with the fault? Hint: Do you think that the movement is a steady one? If the movement is not steady or constant, then how would you describe the movement?

Problem #4: If a plate moves 6 centimeters per year, how many years will it take to travel 1 kilometer (0.62 mile)?

Divergent Zone

Problem #1: If seafloor spreading is accompanied by volcanic activity, what might happen to deep water ocean temperatures near the seafloor spreading activity?

Problem #2: How does seafloor spreading move continents apart?

Problem #3: What large continuous geologic feature can be found on the ocean floor because of seafloor spreading? (Hint: this feature is about 40,000 miles long)

Problem #1: What would happen to Italy if all of western Africa were to move northward?

Problem #2: A convergent boundary lies along the northwestern coast of the United States. The boundary runs along the states of Washington, Oregon, and along the northern coast of California. What kind of activity is associated with this boundary? What mountain system is associated with this boundary? What types of mountains are these?

3. Each group will be responsible for demonstrating to the class the movement of their particular zone and explain any resulting activity from this zone. (e.g. volcanoes, mountains, earthquakes). They will also need to give the answers for the questions related to their zone to the whole class and explain their answers.

Discuss with students what could be proven by plotting earthquakes over a month's time.

1. Throughout a month students will plot daily earthquake activity found at the site http://wwwneic.cr.usgs.gov/ . They will plot their findings on a map in the classroom.

2. When the month is complete have the students compare their map to the map at the site http://www.cotf.edu/ete/modules/msese/earthsysflr/plates2.html

3. Discuss similarities and differences of the two maps. Why would they be different?

4. Discuss other ways in which fault lines can be detected.(earthquakes, volcanic activity, and mountains)

5. Have the students decide if their town lies on a fault line or near a fault line.

The content teaching standards of Earth Science at the 5-8 grade level include structure of the earth system, earth's history, and earth in the Solar System. I will address the first content standard through this extension. The structure of the earth system will be taught through the discussion of plate tectonics.

I think the biggest challenge in this extension would be to get the concept of the three zones understood. That is why I would have the students focus in on one zone at a time. If they can truly understand one zone learning the others should come easily.

11/14/98

Joy Lustgraaf

Helena High School

Students will:

• Use the Internet to download the Research Guidebook as prepared by the English Department at Helena High School.
• Use the Internet to identify the location and magnitude of the 1989 San Francisco earthquake as well as another major earthquake.
• Write a Research Report comparing the two major earthquakes. The comparison will discuss the differences in the magnitude, intensity, and amount of damage done by each quake and explain any reasons for the differences.
• Use the properties of exponents and logarithms to explain the differences in intensity and magnitude.

Students should be able to:

• Sign on and use the Internet
• Use the properties of exponents and logarithms
• Create a document using Microsoft Word

Research Report

"Log Jam"

Several major earthquakes occur on a regular basis around the world. The last major earthquake in the United States occurred in San Francisco in 1989. There was major devastation due to the intensity of the quake. As a result, many changes occurred in the construction of new buildings and highways.

Your grandparents experienced first-hand the devastation of an earthquake here in Helena. There were several major quakes in the Helena Valley in 1938 - 1939. There was widespread damage, including total devastation to their high school. Ask grand-dad or grand-ma about the railroad cars that were used as temporary classrooms. Now remember, this quake happened in October, so the railroad cars were difficult to keep warm. As you are sipping your hot cocoa with your grandparents, remember the difficulties they had to endure to continue their education after a major earthquake.

You are to write a Research Report that compares the 1989 San Francisco Earthquake to another major earthquake. In your report, identify the location and magnitude of each earthquake. Your comparison must include the differences in the magnitude and intensity of each earthquake as well as the extent of damage done by each quake. Explain any reasons for those differences. Use the properties of exponents and logarithms in your explanation. Your report must follow the MLA Report Format as well as the guidelines for citing resources for a Research Report as established by the English Department at HHS.

• The Research Guidebook for Helena High School is on the HHS web page. You can access it using the address: http://www.hhs.helena.k12.mt.us. (note to Jerry Nelson and participants: these are new and will be online within a few weeks. They will be online by the time I assign the project to students)
• The intensity of an earthquake is a measure of the effects of a quake as defined using the Modified Mercailli Intensity Scale. The intensity of an earthquake depends not only on the strength of the quake but also other factors such as distance from the epicenter, nature of the surface materials and building design. You can see this scale by accessing the site: http://gldss7.cr.usgs.gov/neis/general/handouts/mercailli.html 
• The Richter Scale is used to measure the magnitude of an earthquake. The magnitude is determined by measuring the amplitude of the largest wave recorded on a seismogram. An increase in magnitude 1 unit on the Richter scale corresponds to 10-fold increase in amplitude. This corresponds to a 32X increase in released energy. You can see this scale by accessing the site: http://gldss7.cr.usgs.gov/neis/general/handouts/richter.html
• A recent method of determining earthquake magnitude involves seismic movement. This is a more accurate indicator of the amount of energy released. Two major earthquakes may have the same magnitude on the Richter scale but may be different in strength due to larger movements along a much larger fault plane. For example, the 1906 San Francisco earthquake and the Alaskan 1964 earthquake both had 8.3 Richter magnitudes. However, the San Francisco earthquake had a seismic movement of 7.9 and the Alaskan earthquake, 9.2. The Alaskan earthquake was more than 100 times stronger than the San Francisco earthquake. Information about seismic moment can be found using the site: http://gldss7.cr.usgs.gov/neis/heneral/handouts/measure.html

• Students can compare any two earthquakes (or more)
• Students can interview their grandparent who experienced the quake in Helena, and provide a summary.
• Students can take a field trip to the Butte Museum of Mines where there is a seismography center for our region.

• Standard #1: Worthwhile mathematical tasks: The teacher of mathematics should pose tasks that are based on sound and significant mathematics and knowledge of students' understandings, interests and experiences.

• Standard #2: The teacher's role in discourse: The teacher of mathematics should orchestrate discourse by asking students to clarify and justify their ideas orally and in writing.

• Standard #4: Tools for enhancing discourse: The teacher of mathematics, in order to enhance discourse, should encourage and accept the use of computers… tables.

• Standard #5: Learning environment: The teacher of mathematics should create a learning environment that fosters the development of each student's mathematical power by displaying a sense of mathematical competence by validating and supporting ideas with mathematical argument.

MONTANA'S FRAMEWORK FOR IMPROVING MATHEMATICS AND SCIENCE EDUCATION

• Goal #1: A responsive system of mathematics and science education meets the needs of every individual to become a self-directed learner who is self-confident and works cooperatively. Such an individual has the discipline to inquire, explore, and construct knowledge about the world.

• Goal #2: A responsive system of science an mathematics education instills in every individual an appreciation of the nature of science an mathematics including philosophies, methods of investigation and verification, conceptual organization, history, and accumulated knowledge relevant to the community in which the person lives. Such an individual uses basic inquire methods in self-directed learning, is literate in the basic content skills and technological tools of the sciences and mathematics, and understands personal and social perspectives of science and mathematics.

• Goal #3: A responsive system of mathematics and science education develops every individual's capacity for integrative thinking and for applying mathematical and scientific concepts, processes, values and skills in the solution of personal and community problems. Such an individual contributes to and shares in the knowledge base of the global community.

GENERAL DISCUSSION OF THE PROJECT:

I am very excited about this project. All too often, students do not take earthquakes seriously in Montana. During the month of October, students practice drills for Earthquake Awareness. The last major earthquakes occurred two generations ago, so they do not believe it can happen again. We have had three recent shallow minor earthquakes. Students are getting a quick "wake-up" call and hopefully are more serious.

It is my goal for students to integrate mathematics, science, history and English. I want students to realize that the academics are not separate, but are very much intertwined.

It is difficult for me to foresee any downsides for this extension. Perhaps one downside is that since the Research Report guidelines are new to HHS, students will not have practice using them in other academic areas. It is my hope that future students will be more familiar with how to use them.

This lesson is intended for use with junior high school students but can be modified to encompass a variety of grade levels and skills.

Three weeks will be needed to complete all the activities for this extension.

Students will discover the breadth and depth of Internet resources to develop understanding of earthquakes, including terminology, instruments and data analysis.

Students will:

• Organize and conduct an Internet search to generate a list of earthquake-related sites.
• Use the Internet to access and download earthquake data.
• Understand earthquake terminology.
• Complete activities at given earthquake websites.
• Build their own Seismograph.
• Use their Seismograph to record seismic activity in Chicago, Illinois.
• Use a spreadsheet program to plot their seismic data.
• Analyze their seismograms and compare them to earthquake activity data for Chicago, during the same time frame,
• downloaded from http://wwwneic.cr.usgs.gov/
• Make inferences on the relationship between the New Madrid fault and their seismic acitivity data.

The standards for the Chicago Public School system are based on the following tenets:

• The standards apply to all students.
• The standards are rigorous and challenging for all student.
• The standards reflect research-based practices.
• The standards reflect an interdisciplinary world.
• The standards are understandable and measurable.
• The standards are dynamic.

The Chicago Public School system standards include the State of Illinois goals, the Chicago Academic Standard (CAS), and the Curriculum Framework Statement (CFS). The CAS is a specific statement of knowledge and/or skills within a goal. Academic standards clearly define the learning needed to achieve a goal. They state specifically what students should know and be able to do as a result of their schooling. The CFS defines the curriculum for a given academic area.

State Goal 1: Read With Understanding And Fluency

CAS D: Analyze and evaluate information from expository texts, public and functional documents.

CFS 1. Make and support warranted assertions with elaborated and convincing evidence drawn from documents.

State Goal 5: Use The Language Arts For Inquiry And Research To Acquire, Organize, Analyze, Evaluate, And Communicate Information.

CAS A: Conduct research, individually and cooperatively, analyzing and applying the acquired information to produce presentations.

CFS 5. Use technology to plan, write, edit, revise research documents (e.g., spreadsheets, graphics).

State Goal 8: Use Algebraic And Analytical Methods To Identify And Describe Patterns And Relationships In Data, Solve Problems, And Predict Results.

CAS A: Define, describe, and use the concepts of variable, function, equation, and inequality to solve problems.

CFS 2. Describe the domain of the independent variable and range of the dependent variable function .

CAS D. Analyze real-world situations and mathematical patterns to see whether linear or other simple relationships exist.

CFS 1. Describe, generalize, and verify patterns.

State Goal 11: Have A Working Knowledge Of The Processes Of Scientific Inquiry And Technological Design To Investigate Questions, Conduct Experiments And Solve Problems.

CAS A: Analyze data, draw conclusions based on evidence, and report results accurately in a variety of formats.

CFS 3. Use technology such as computers to observe phenomena, directly or indirectly.

CFS 4. Propose, analyze, and evaluate alternative explanations to phenomena, using scientific principles, models, and theories (e.g., plate tectonics).

CAS B: Demonstrate understanding of scientific processes and apply them to experiments: stating a purpose, developing a hypothesis, designing procedures, making observations, collecting data, controlling variables, and establishing relationships based on evidence and logical argument.

CFS 6. Conduct a variety of scientific investigations (e.g., experimenting, collecting specimens, observing and describing objects, constructing models, researching scientific literature).

State Goal 12: Have A Working Knowledge Of The Fundamental Concepts And Principles Of The Life, Physical, And Earth/Space Sciences And Their Connections.

CAS C: Analyze qualitatively and quantitatively patterns of change in matter and energy.

CFS 1. Describe longitudinal and transverse waves and measure frequency and amplitude.

CAS E: Analyze the properties, functions, and formation of the earth's component features.

CFS 7. Explain the distribution and causes of natural events such as earthquakes, volcanoes, and floods.

CFS 8. Read and interpret topographic maps.

State Goal 13: Have A Working Knowledge Of The Relationships Among Science, Technology, And Society In Historical And Contemporary Contexts.

CAS A: Evaluate implications of technology for societies, vocations, economies, and the environment, including trade-offs, intended benefits, unintended consequences, and constraints.

CFS 1. Demonstrate the use of scientific instruments and technology for various purposes and levels of precision (e.g., balances, graduated cylinders, calculators, computers).

At this point in time, my school has very limited access to the Internet. This is a really big downside! The activities for this extension mostly require the students using the Internet, so I plan to modify several for my students to do in the classroom. I visited each site I listed for this extension and did most of the activities. I found the upside to this extension:

FUN!

I did not know there were so many Internet sites dedicated to earthquakes. A second downside to this extension is the fact that there are so many wonderful sites. I seem to have a problem with limits, I just don't know when to stop.

For this activity, students will surf the Internet to find ten sites related to earthquakes and complete the questions below.

Directions: Access the Internet. Using Yahoo as your search engine, choose Science: Geology and Geophysics:Earthquakes.When the results list appears, scroll through the list and visit ten sites that interest you.

Bookmark the sites that interest you as you visit them. Record the following information for each site:

• URL
• State who maintains the site
• List interesting facts found at that site
• Home page address of each source visited
• Describe the graphics, if any
• Download and print a photo or graphic from one site. Attach the photo to your report.
• Tell how you were able to find information on the Internet. Discuss any problems that you encountered doing the research.
• What did you do to overcome them?
• List any shortcuts and any ideas that helped you surf the web.

When completed, check your information. Is any site related to the New Madrid fault? If not, do a second search with search words: New Madrid Fault.

* Title of activity is from Earthquake! at http://cse.ssl.berkeley.edu/lessons/indiv/davis/hs/TeacherPlans.html

1. Connect to the Internet. Click on the following link and print out the glossary of terms by clicking on the printer icon on the menu bar. http://neic.cr.usgs.gov/neis/general/handouts/glossary.html

2. Follow this link to word search puzzles: http://wwwneic.cr.usgs.gov/neis/fun/word_search.html

3. Click on General Earthquake Terms.

4. Follow the directions given to complete the puzzle. Use the printed glossary to help you identify the words.

• Materials:
• wood base (10 in x 24 in x 0.5 in)
• wood stand (2 in x 4 in x 12 in)
• two wood support blocks (2 in x 4 in x 8 in)
• wood beam (1 in x 1 in x 20 in)
• two wood dowels ( diameter = 0.25 in, length = 10 in) (1 dowel must slide through the center of adding machine paper roll)
• brick or other compact heavy weight
• strong wire or non-elastic thick rope or twine (7 feet)
• roll of adding machine paper
• smooth-sided can with lid and base (similar in dimensions as paper roll)
• round-headed screw or bolt or nail (1 in long)
• pen
• various sizes of nails
• masking tape, strapping tape, or duct tape

1. Connect to the Internet and click on the following link:

http://cse.ssl.berkely.edu/lessons/indiv/davis/hs/QuakeEng3.html

2. Read all the information on this page thoroughly. When finished reading, go to Student Activity: Building Your Own Seismograph. Print out the directions. You are to complete this activity for use through the remaining activities. (Note: There is a picture of the finished product that you may want to print as well. Use the back arrow on the menu bar to return to the information page. Scroll down to Modern Seismograph, then click on the picture to the left to link with the enlarged picture. Click on the printer icon on the menu bar to print it.)

3. Use this instrument to record daily earth movements. On the adding machine roll of paper, place the date and time at the beginning of each day for two weeks. We will use this information for comparison with NEIC data.

1. Return to http://cse.ssl.berkely.edu/lessons/indiv/davis/hs/QuakeEng3.html

2. In the section titled Different Ways to Shake, there are 5 pictures. You are to click on each to enlarge them and then print them out. When completed, page up to students activities section.

3. Click on the activity Race of the Waves. Print out the activity.

4. Use this table of information to complete Race of the Waves activity:

• From Washington DC to San Francisco
• P-wave 7.0 minutes S-wave 12.7 minutes
• From Washington DC to Moscow
• P-wave 11.3 minutes S-wave 20.7 minutes

1. Return to http://cse.ssl.berkely.edu/lessons/indiv/davis/hs/QuakeEng3.html

2. Scroll down to students activity: Can You Read A Quake? and click on link.

3. Print out this activity.

4. To complete this, you will need to print out the seismogram. Click on eight seismograms to follow the link.

5. Complete activity as directed.

1. Back at http://cse.ssl.berkely.edu/lessons/indiv/davis/hs/QuakeEng3.html, scroll down the student activities list to Where did it hit?

2. Print out activity and complete by following the given directions.

1. Follow this link to word search puzzles: http://wwwneic.cr.usgs.gov/neis/fun/word_search.html

2. Scroll down list and click on Waves.

3. Follow directions to complete puzzle.

1. Connect to http://lasker.princeton.edu/ScienceProjects/curr/eqfreq/seismwom.htm

2. You are to complete activities A, B, and C.

Activity A: Do Your Own Search

Begin by setting limits for an Earthquake Catalogue Search Form:

a. use the PEPPSN map of the US to determine the top and bottom latitude and the left and right longitude for the Chicago area. (remember, North and East are positive numbers; South and West are negative numbers)

b. for time limits, use start year 1997 start month 01 and end year 1998 end month 11

c. geographic limits, use the data from part a

d. Magnitude and Depth Limits

minimum magnitude: 2.5 maximum magnitude 8.0

minimum depth 0.0 maximum depth 60.0

e. use the PEPPSN map of the US to determine the top and bottom latitude and the left and right longitude that includes the areas for the New Madrid fault

f. complete activity A again using the new coordinates

g. complete activity A again using the new coordinates save your data file to use in activities B and C

Activity B: Plotting Local and Regional Earthquakes

You will need:

• data file from activity A
• spreadsheet or word processor program
• map of Chicago with latitude and longitude displayed, mounted on corkboard
• colored pushpins
• geological map of Chicago region

1. Use your data file from activity A

2. Use the map mounted on the corkboard and pushpins to plot the locations of all the earthquakes. Are any patterns emerging?

3. Compare the geology and any structural features with the locations of the pushpins.

4. Do activity B again, but using the wider longitudes and latitudes that include the New Madrid fault range.

5. Does using the wider area show a different emerging pattern?

1. Complete both activity A searches, this time changing the time limits to start year 1980 start month 01 and end year 1998 end month 11

2. Plot this new data as you did in activity B.

3. Plot this data also by the number of events in each year.

4. Using the spreadsheet program, complete a bar graph for this data.

1. Connect to the Internet and go to: http://wwwneic.cr.usgs.gov/neis/epic/epic.html

2. Scroll to circular area and click.

3. Scroll down to Input Circular Area Search parameters

4. Plug in the latitude and longitude used with activity 8 a for Chicago as well as the magnitude and depth.

5. For time limits, use the starting month, day and year used with your seismograph.

6. When asked to state intensity, put in 1 for minimum and 12 for maximum.

7. Click submit form. Print out the data once it finishes downloading.

8. Use the spreadsheet program to plot the seismic occurrences for both your data and the data from NEIC.

9. What conclusion can you state based on your graphs?

• Compile data and infer on type of plate interaction on world map.
• Research other fault lines
• Develop an historical time line of major earthquakes
• find the location, date, and Richter magnitude of the 10 largest earthquakes that have occurred in the U.S.
• Research earthquake prediction methods on the Internet
• Research why people think earthquakes are occurring more often today. Are they really?
• Construct a model to show P-waves, S-waves, and/or L-waves.

Students will know and correctly use the terms for earthquakes.

Students will accurately describe the P-wave, S-wave, and L-wave. They will understand that the P-wave is first.

They will be able to calculate the time between P-waves and S-waves as demonstrated by completion of activities 4, 5, and 6.

Students will correctly use technology (computers) as a research tool by identifying ten earthquake-related sites, describe graphics, determine usefulness of sites and know how to bookmark their sites as shown by completion of activity 1 report.

Students will use a spreadsheet program to develop graphs and correctly identify the x-axis and the y-axis. A rubric is used to evaluate the graphs on a scale of 0-5 with 0 = no graph and 5 = all points correctly plotted on the correct axis, graph is titled, a key is included and the proper type of graph is used for the data: bar, line, or circle.

Students will access, download, and print materials from the Internet as required by activity.

Students will correctly use a globe or map to identify latitudes and longitudes.

Students will build their own seismograph to correctly use and interpret data.

Prior to this lesson the students will have developed their own world map showing tectonic plate boundaries. Tectonic plate boundary types and plate names will have been transferred to their maps from a class set of posters. Plate boundary types, subduction zones and spreading centers will have been discussed.

1. Access the USGS NEIC homepage at http://wwwneic.cr.usgs.gov/

Grade Level : 8^th grade Earth Science @ Waterville JHS

This is an effort to use an existing activity that my wife uses in her Earth Science Course and to provide access to the internet /CD's. This would be a resource addition to an already successful activity for the eighth grade student.

Students do most of the research in the science room.

The included web locations will enable the students to extend their research and develop other approaches to data collection.

This activity is accomplished by the students using materials supplied by the teacher. Reference materials have in the past included National Geographic, Earth magazine, and various print articles "South American Explorer".

A (single) internet connection (windows) with netscape as a browser is present in the science classroom.

Students have access to the media center with web accessed computers.

A computer lab is now also available for student web research.

The eighth grade students have had internet access for some time..... three years. Unfortunately there is only one computer in the class to provide service for twenty to thirty students.

Grouping the students and rotating access to the internet connection will be the challenge.

Hopefully the students browse time will be limited in the one computer classroom since the targeted research listing is associated with their research topic.

It is hoped that the associated web locations will be bookmarked in the media center and the computer lab for the students.

This activity will be tried this coming January or February.

The assignment duration is for four to five days.

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Class Activity: Climbing Mount _____________________

Group Members _______________

_______________

_______________

To develop a brochure about your volcano/volcanic area for the purpose of inviting volcano enthusiasts at the upcoming Waterville Travel-Expo. At the exposition you will present your information.

You and your partner are employees of a mega-travel agency that specializes in eco-adventure/educational trips. This year the company has decided to focus on volcanoes throughout the world.

To prepare for the spring Waterville Travel-Expo, brochures need to be developed about the featured volcano and area. This is where you come in!

Assignment:

Your assignment is __________________________________

(Students draw at random from a hat, the volcano that they will research)

Current classroom materials are for the following volcanoes

Kilauea Pacaya Unzen Mt .St. Helens Mt. Hekla

Mt Vesuvius El Chican Kamatchka Pinatubo

New materials to aid the student

http://southport.jpl.nasa.gov/imagemaps/

SirCD02 satellite radar imagery - module 4

SirCD03 satellite radar imagery

Volcanoes of the world general listing

http://vulcan.wr.usgs.gov/Volcanoes/framework.html

http://volcano.und.nodak.edu/vwdocs/

http://volcano.und.nodak.edu/vwdocs/volc_images/volc_images.html

http://volcano.und.nodak.edu/vwdocs/vwstore/photographers.html

Earthquake related information

http://wwwneic.cr.usgs.gov/

http://gldss7.cr.usgs.gov/neis/general/handouts/measure.html (Jerry Nelson's pointer)

Web information related to current classroom materials

Kilauea

http://vulcan.wr.usgs.gov/Volcanoes/Hawaii/framework.html

http://volcano.und.nodak.edu/vwdocs/volc_images/north_america/hawaii/hawaii.html

Pacaya

http://volcano.und.nodak.edu/vwdocs/volc_images/south_america/guat/Pacaya_climb.html

http://volcano.und.nodak.edu/vwdocs/volc_images/south_america/guat/pacaya.html

Unzen

http://vulcan.wr.usgs.gov/Volcanoes/Japan/Unzen/framework.html

http://volcano.und.nodak.edu/vwdocs/volc_images/img_unzen2.html

Mount St. Helens

http://vulcan.wr.usgs.gov/Photo/Pictograms/before_after_spiritlake.html

http://vulcan.wr.usgs.gov/Volcanoes/MSH/Monitoring/msh_monitoring_intro.html

http://volcano.und.nodak.edu/vwdocs/msh/ov/ovd/ovd.html

Hekla

http://vulcan.wr.usgs.gov/Volcanoes/Iceland/framework.html

http://volcano.und.nodak.edu/vwdocs/volc_images/europe_west_asia/iceland_region.html

Vesuvius

http://vulcan.wr.usgs.gov/Volcanoes/Italy/Vesuvius/framework.html

http://volcano.und.nodak.edu/vwdocs/volc_images/img_vesuvius.html

El Chican

http://volcano.und.nodak.edu/vwdocs/volc_images/north_america/mexico/elch1.html

Kamatchka

http://www.unesco.org/whc/sites/765.htm

http://volcano.und.nodak.edu/vwdocs/volc_images/north_asia/kamchatka/Kamchatka_Map.html

Pinatubo

http://vulcan.wr.usgs.gov/Volcanoes/Pinatubo/framework.html

http://volcano.und.nodak.edu/vwdocs/volc_images/southeast_asia/philippines/pinatubo.html 

1. The group to read the following articles:

___________________________________________________________

___________________________________________________________

___________________________________________________________

2. The brochure is to include the following information (and anything else that may be of interest)

A) Geographic location including longitude/latitude;

geologic information (type of boundary and plates);

description of volcano and its eruptions;

significant damage and effect on the environment;

history (if available);

any descriptive terms and definitions which aid in your brochures development.

http://www.math.montana.edu/~nmp/materials/ess/geosphere/expert/activities/planet_earth/index.html

http://volcano.und.nodak.edu/vwdocs/current_volcs/current.html

http://www.hartwick.edu/geology/work/VFT-so-far/orogeny/pl.tect.html

http://www.hartwick.edu/geology/work/VFT-so-far/orogeny/converge.html

http://www.hartwick.edu/geology/work/VFT-so-far/orogeny/diverge.html

http://www.hartwick.edu/geology/work/VFT-so-far/orogeny/transform.html

B) Analysis of magma, type of volcano, and volcanic rocks found in the area.

http://vulcan.wr.usgs.gov/Glossary/LavaFlows/description_lava_flows.html

http://vulcan.wr.usgs.gov/Glossary/Lahars/description_lahars.html

http://vulcan.wr.usgs.gov/Glossary/PyroFlows/description_pyro_flows.html

C) Visuals that will enhance the brochure or your presentation.

3. Prepare for your presentation at the Waterville Travel-Expo. You should be able to:

A) Present information to the class without reading from your brochure

B) Each member must contribute to the presentation - equally.

C) Prepare a world map and locate your volcano on it

D) Be prepared to answer questions from the class

Brochure Due Date: ____________________________

Presentation due Date: __________________________

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Rubric Page

Group Members: __________________________

__________________________

Rubrics for Product (_______________________) and Presentation

Activity: ______________________________________________

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General expectations for the product Skilled Needs work

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5 4 3 2 1

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Well planned, organized, proper format

Prepared with care, neat appearance

Mechanics, minimal errors

Complete, well thought out, shows knowledge

Used visuals for understanding

On time

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General expectations for presentation

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5 4 3 2 1

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Complete, accurate, showed understanding

Organized, stayed on topic

Answered all questions

Poised, eye contact, proper voice, professional

Used quality visuals

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Final rating for product: _______________________

Final rating for presentation ___________________

Maine Learning Results

Waterville Junior High School

1997

Eighth Grade

Standards Addressed in this Activity

F. THE EARTH

Students will gain knowledge about the earth and the processes that change it.

Students will be able to:

4. Describe factors that can cause short-term and long-term changes to the earth.

a. Describe how locations of earthquakes and volcanoes support

plate tectonics.

b. Explain how earthquakes result from the build-up of stress in

carth's crust.

c. Contrast normal, reverse, and strike-slip faults.

h. Describe conditions that cause volcanoes.

k. Describe how volcanic eruptions affect the environment.

15. Analyze the changes in continental position and the evidence that supports the concept of tectonic plates.

a. Describe how convections currents might be the cause of crustal

movement.

b. Explain and support the theory of continental drife.

c. Describe seafloor spreading.

d Relate how age and macnetic clues confirm seafloor spreading

and continental drift.

e. Identify major lithospheric plates and describe three ways

plates can interact.

L. COMMUNICATION

Students will communicate effectively in the applications of science and technology. Clear and accurate communication employs appropriate symbols and terminology, models, and a variety of media and presentation styles. Communication includes constructing knowledge through reflection, evaluation, refocusing, and critically analyzing information from a variety of sources. Individuals and collaborative groups must communicate effectively.

Students will be able to:

3. Evaluate individual and group communication for clarity, and work to

improve communication.

4. Make and use scale drawings, maps, and three-dimensional models to

represent real objects, find locations, and describe relationships.

5. Access information at remote sites using telecommunications.

6. Identify and perform roles necessary to accomplish group tasks.

M. IMPLICATIONS OF SCIENCE AND TECHNOLOGY

Students will understand the historical, social, economic, environmental, and ethical implications of science and technology. Scientific and technological breakthroughs are influenced by prevailing beliefs and conditions which in turn are impacted by new ideas and inventions. By assessing the impacts of technological activity on the environment, students will develop their own sense of global stewardship.

Students will be able to:

7. Explain the connections between industry, natural resources, population, and economic development.

The fifth grade student will construct a physical model of the Earth identifying the core, mantle, and lithosphere.

Visiting http://kidscience.miningco.com, the student will be able to:

• describe a relationship between the locations of earthquakes and volcanoes.
• name and label the layers of the Earth.

Students will be given instruction in accessing the web.

Students will sign-up for Yahoo.com e-mail addresses.

Each student will construct a Classroom E-mail Address Book including teacher's address.

Students will be divided into collaborative groups. One person will be the principal investigator who is responsible for seeing that the task is fulfilled. Another will be the recorder.

Each group will list:

• what they know about volcanoes
• what they want to know about volcanoes
• what they know about earthquakes
• what they want to know about earthquakes

Each group will answer one of their volcano and one of their earthquake question using the scientific method.

They may visit the Nature/Science site to get information about volcanoes and earthquakes. Students will write email to any member of their group that is absent describing what information that they found and a status report of group activities.

If the group decides to divide the duties, then each member will email and share with each group member.

Each group will contribute to the formation of a model of the "Layered Earth" based on information gleaned from internet resources. The teacher will accept information obtained from http://Yahoo.com. There is an interesting discussion of vastness at this site. Students can approach this topic using the Internet link or Earth Science link.

Every other science session will be a hands-on activity:

The collaborative groups will cut out the continents on map sheet and paste them on blue construction paper to represent the positions of these plates for one of these eras.

• Pangaea - Paste lithospheric plates together as close as possible.
• Laurasia - Paste North America, Europe and Asia up and others down showing north/south demarcation.
• Gondwanaland - Paste North America 2 cm to the left of Europe. Also paste India 1 cm to the right of Africa.
• Today - Paste North America and Europe in the same position as in Gondwanaland. Australia should be separated from Antarctica 2 cm also.

Students will demonstrate what happens when you have an earthquake and an erupting volcano. Students will "freeze" in a position that is close but not touching classmates. First they will hold hands and bump. The rough edges of plates jump as they slide past one another in an earthquake. Students will try to escape between the plates to demonstrate the magma becoming lava from a volcano.

Students will demonstrate how the Richter Scale communicates earthquake activity.

Teacher will have representation of Earth's features turned over. The students will be guided to deduce description of interior and exterior features of the Earth based on information from earthquakes and volcanoes. Picture will be turned over to compare. Students will be rewarded and review these parts by making a candied apple.

Use a candied recently baked apple to describe the interior of the earth: Seeds represent core of nickel and iron, meat represents mantle, and caramel represents lithosphere. Students will compare with picture.

(Chocolate, marshmallow, and red hot together was not teacher friendly)

A: Teachers of science plan an inquiry-based science program for their students.

B: Teachers of science guide and facilitate learning.

D: Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science.

E: Teachers of science develop communities of science learners hat reflect the intellectual rigor of scientific inquiry add the attitudes and social values conducive to learning.

Activities develop an understanding of structure of the Earth system and the Earth's history.

The solid earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core. I think the apple does a better job of showing the different metals in the core. The red hot does a better job of how hot the core actually is.

The meat of the baked apple though hot will not show the melted form of the mantle.

The candy part of the apple is a good example of a brittle crust.

If my students come up with any of these inconsistencies, I will have a parent come in and oversee the safety aspects of the marshmallow teacher resistant model.

Lithospheric plates both on continental and ocean bound move constantly because of the mantle causing earthquakes and volcanoes.

The movement of lithosphere plates are similar to those in the past.

Students should develop abilities of technological design by identifying a simple problem; proposing a solution; implementing proposed solutions; evaluating a product or design and communicating a problem, design and solution.

Collaboration with my colleagues on internet techniques will probably be closer to collaborative group work because, my skill with the computer does greatly not exceed my most of co-workers'. This will draw us closer together and will probably remove more of the static between a resource teachers and classroom teachers. Classroom teachers feel resource teachers have it easy because they only teach one subject. Resource teachers think classroom teachers have it easier because they only teach 20-25 students. Both positions are demanding. I was happy to explore the kidscience site. Believe me, it made it much easier for me to understand. I think that it will be friendly for the classroom teacher also. Since this site is not very threatening, more teachers will probably participate in the follow-up. I would like to modify this unit so that it is multicultural. Not only would I like to have contributors of different cultures, but also use artifacts from different cultures. I really enjoyed this unit. My background in this area was extremely limited. Now that I am teaching the intermediate grades science, this experience was of great value to me.