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Community Resources I want to show my students where they are on the map and
and meetings needs of allow them to connect to the world on a large scale seeing
particular population how their environment was constructed. My students see the
of students Blue Ridge mountains every day and I want them to learn
how they developed.
Virginia SOLs ES. 1 The student will plan and conduct investigations in
which
a) Technologies including computer, probe ware, and
global positioning systems (GPS) and used to collect,
analyze, and report data and to demonstrate concepts
and simulate experimental conditions
ES.8- the student will investigate and understand geologic
processes including plate tectonics. Key concepts include
a) How geologic processes are evidenced in the
physiographic providences of VA including the costal
plain, piedmont, blue ridge, valley and ridge, and
Appalachian plateau
b) Processes (faulting, folding, volcanism,
metamorphism, weathering, erosion, deposition, and
sedimentation) and their resulting features; and
c) Tectonic processes (seduction, rifting and sea floor
spreading, and continental collision)
http://oceanexplorer.noaa.gov/facts/plate-
boundaries.html
https://earthquake.usgs.gov/learn/kids/eqscience
.php
http://earthquaketrack.com/v/southamerica/rece
nt
http://www.geo.mtu.edu/UPSeis/magnitude.html
https://play.kahoot.it/#/k/a41a668b-09a4-4eaa-9f47-
c30cb284fade
Safety and Class Make sure they stay on the website I want them to explore
Management Issues and not wonder on the internet. Give them only a list of
websites to research more about technics but ensure that they
dont just go on Wikipedia for the information.
Procedures for Teaching (numbered with time frame)
Engage I want to show them a video from an Earthquake that
allows them to see what it is like when they are
experiencing it first hand. There is a lot of good video
from the Japans recent earthquakes that I can pull up.
https://www.youtube.com/watch?v=SDp5tHmC2bk
After showing them what happens when an
earthquake happens I want them to guess. I want them
to ask themselves when is physically happen to the
ground when an earthquake happens.
I will then transition them to their chrome books to
explore a website (link about in materials)
Explore Students will be given their activity sheet to follow
I will have an activity sheet for students to follow
using esri and other websites
Elaborate I want them to learn how these earthquakes are not just
numbers, but how each time one happens this affects people.
Evaluate
Formative
I will see how my activity sheet worked to guiding
their inquiry learning. If the majority of the students
did poorly on it then I know that I did not teach them
well and need to adjust my practices.
I will also keep formative assessment on my mind
during the lesson to know which students were not
engaged or kept goofing off
Summative This is a 1day (90 minute block) lesson plan. The summative
assessment will be at the end of the unit. The summative
assessment will be each person making a poster with a map.
From the map I want them to include key words and concepts
(convergent, divergent, transformative, ect.) that they have to
place on the map. They will also have to do exert boxes that
connect to different areas on the map that are examples of
towns that are being influenced by these things.
Activity Sheet Below.
Cracked Plates
Activity Sheet
Name: ____________________________________________
________________________________________________________________________
________________________
________________________________________________________________________
________________________
Now go to
http://education.maps.arcgis.com/home/webmap/viewer.html?
webmap=2d07a4a00e3f49b09c96ac9b73d7e5f4
Click to turn on the layer of Earthquakes of 5.8 > magnitude. Based
on this image draw another line of where you think the layers could be.
Did you predication change? Predict how would earthquakes and plate
technics have a relationship?
On another tab go to
https://earthquake.usgs.gov/learn/kids/eqscience.php
In the space below explain what is an earthquake? Why does the earth
shake?
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Turn off the Global Quakes of Large Magnitude 5.8 or Greater. Turn on
the layer labeled, Plate Boundaries. On the map on the first page,
draw these lines with another color. Click on the first symbol below the
name of the layer to see the legend.
Red =_______________________________________________________________
Blue =______________________________________________________________
Black =_____________________________________________________________
Divergent Boundary =
_______________________________________________________________________
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Convergent Boundary=
_____________________________________________________________________
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Transform Plate Boundary =
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Turn on only the South American Quakes layer. Clicking on the second
symbol below the name of the layer, how many earthquakes has South
America have since 1997 that were 5.8 magnitude and above?
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Case Study:
Find a town on this website and then look up that town. Try to put
yourself in their position to see how earthquakes influence their lives.
You can see what their buildings are structured and how much capital
they have to repair their buildings if they get cracked by the
movement. Predict how the earthquake would affect their economy,
and then think about how their lives are. Include a photo from their
town.
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