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Spring Arbor University School of Education Lesson Plan Essential Elements Title: Earthquake Subject: Earth Science Grade

Level: 6th Time Allotted: 55min

Materials Required: playdough, T notes sheet, internet, Copies of Rock and Roll Vocabulary sheet ______________________________________________________________________________ _______ Michigan Curriculum Framework: E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting in major geological events, such as earthquakes, volcanic eruptions, and mountain building. E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions.

Objective(s): Students will be able to define earthquake. Students will be able to define fault. Students will be able to identify 3 types of faults. ______________________________________________________________________________ _______ Instructional Procedure: What information do students need to accomplish the objective(s)? Time Essential Element Allotted 2min. 1. Anticipatory Set: How many of you have ever experienced an earthquake? Where do you think most earthquakes happen in the United States? Today we are going to talk about earthquakes. 3min. 2. State Purpose and Objective(s) of Lesson: a. Students will be able to define earthquake and know where they occur. b. One day students might experience an earthquake. 45mi 3. Plan for Instruction: Modeling: Quick review using play dough.

Distribute one plum-sized piece of playdough to each student. Have studens flatten the playdough into a rectangle. Have students push both ends toward the middle. Ask what happened? What type of boundary does it represent? Reform the playdough into a rectangle again. This time have the students pull the sides apart until dough breaks. What happened? What type of boundary does it represent? Reshape the dough to a rectangle. Students will use their right hand to push away and left hand to pull towards them. Going back and forth. What happened? What type of boundary does it represent? As we have learned this is what happens to the earths crust at plate boundaries. Earthquakes can occur along all three types of boundaries, but the most common happen at transform boundary. Guided Practice: i. I will hand a T note sheet for students to take notes. ii. Define what an earthquake is. Where do you think earthquakes occur most often? Earthquakes occur along faults. So example of rubber band (stress/tension) iii. Define what a fault is. When enough stress builds up in the rock breaks, creating a fault. a) 3types: b) Normal- from where tension forces pull rocks apart. The rock above the fault moves down. c) Reverse- are caused by compression. The rocks are pushed together. When two rocks push together, rock above the fault is pushed up. d) Strike-slip fault-section of rocks moves past one another in opposite directions along the earths surface. e) Show animation for visual aid. f) Discuss hanging wall/footwall. iv. How rock move along a fault depends on the friction. Friction is the force that opposes the motion of one surface as it move across another surface. When the faults jam together. When they break free from the friction/stress it produces an earthquake. v. Mountain building- The forces of plate movement can build up earths surface. Two normal faults-blocks can form fault block mountain ranges. Ex. Teton Ranges. vi. I will show students a computer simulation of an earthquake from this site: http://environment.nationalgeographic.com/environment/naturaldisasters/forces-of-nature/. vii. I will send the website link to the students parents if they would like to play with the computer simulation at home. viii. Group practice: ix. Rock and Roll vocabulary: 1. The teacher divides the students into small groups and gives each small group an envelope that contains vocabulary words. 2. In each small group, students will draw a vocabulary word from the envelope.

3. After they have drawn their vocabulary word, the students roll the dice. 4. Students roll the dice and whatever number the student rolls, the student fills in that box. 5. After the student is done filling in the box, the dice is passed to the next student. 6. If the students roll a number they have already accomplished, then the student rolls until whatever number they need. 7. Students repeat steps 4-6 until the boxes are completed.

Independent practice. i. Students will get a worksheet and fault model and then answer questions.

4. Differentiation Considerations (accommodations): Notes will be done students who have IEPS. Students who get done early can read for tomorrows lesson. 5. Assessment: 5min 6. Closure: Show video about earthquakes. http://www.youtube.com/watch?v=VSgB1IWr6O4

Explanation of Identified Instructional Strategies:


Computer simulation-Nonlinguistic Representation Why:

Shows that earthquakes can have different magnitude. It is another visual aid. Gives written text step by step how an earthquake occurs first and then simulation. You create the earthquake.

Benefits: It is another visual aid to students. Possible cons and barriers: Internet may stop working. Students might interrupt asking, what the website is called, so they can try it.

Rock and Roll Vocabulary- Cooperating Learning Why: Involves other strategies. Students are able to interact with each other. Can get a better understanding of the word from their peers. Benefits: Students are able to practice vocabulary in many ways. Students can use this as a study guide. Possible cons and barriers: Could get noisy when acting out. Turns could be skipped. People not willing to share the dice.

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