Grade and Age: 5th/ 6th grade, Ages --10, 11, 12, 13

Group Size: 9 students

Special Education Classifications: Autism, Learning

Disabilities, Auditory Processing Disorder, Anxiety Disorder, Multiple Disabilities, ADHD and Mood Disorder.
Curriculum Area or Learning Domain: Science
Specific Lesson/ Skill Taught: Earthquakes
CENTRAL FOCUS: The students will be studying Earth Science throughout a series of lessons.
BEHAVIORAL OBJECTIVE: Given a slinky, the student will identify and model Seismic Waves with at least 80%
accuracy.
NEW YORK STATE COMMON CORE LEARNING STANDARDS:
RST.6-8.4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually.
RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.
WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research.
RATIONALE: The students have just completed a unit on simple machines and will be beginning with Earthquakes
as a part of a larger unit on Earth Science.
MATERIALS:
Slinkys
Rubber bands
Teacher-made Earthquake Smart Board Presentation
Smart Board / Interactive White Board
Teacher-made Earthquakes Note Catcher (attached)
Differentiated Note Catcher with Pictures
Re-engagement activity instructions
DEVELOPMENT/PROCEDURES:
INTRODUCTION/MOTIVATION:
The teacher will begin the lesson by taking rubber bands and stretching them back until they snap and fly
across the room. The teacher will then explain to the students that as the rubber band is stretched, energy is being
exerted and when it is stretched past the breaking point, it snaps and this releases the energy that was put into
stretching it. The students will then be given the opportunity to fling the rubber bands using the same technique.
INSTRUCTIONAL STRATEGIES:
1. Once the rubber bands have been collected the teacher will explain that the rubber bands represent
earthquakes.
2. The teacher will hand out the Earthquake Note Catcher, for students to fill in throughout the lesson.
3. The teacher will begin the Smart Board Presentation.
4. The teacher will explain how the rubber band represents the rubber band: Just like the rubber band was
stretched back, pieces of the earth, called plates, stretch, push and bend which builds up energy. When the rock
breaks or slips, energy is released, and Earths crust moves. This is the same as when the rubber band stretches
past its breaking point and snaps forward.

5. The teacher will now introduce two new terms: Epicenter and Focus. The Focus is the point underground
where and earthquake begins. The epicenter is the location on the surface of the earth, directly above the
Focus. The epicenter is the place where the strongest shocks are felt and the greatest damage usually occurs.
a. Students will be reminded to fill in their note catchers for numbers 1 and 2.
6. The teacher will introduce the new term aftershocks: Smaller earthquakes that follow a major earthquake.
a. Students will be reminded to fill in their note catchers for number 3.
7. The teacher will now introduce the term Seismic Waves: A vibration that travels through Earth and is produced
by an earthquake or volcanic eruption.
a. Students will be reminded to fill in their note catchers for number 4.
8. The students will be informed that there are three different types of seismic waves.
9. The teacher will discuss the first wave with the class, known as the P-Wave. After discussing the wave the
teacher will ask students to write the name of the wave on their note catcher along with the underlined
information on the slide.
10. The teacher will then model the first wave using one of the Slinkys. A volunteer will be asked to hold one end
of the slinky while the teacher pushes and pulls the slinky.
11. The teacher will then discuss the second wave with the class, known as the S-Wave. After discussing the wave
the teacher will ask students to write the name of the wave on their note catcher along with the underlined
information on the slide.
12. The teacher will then model the second wave using one of the Slinkys. A volunteer will be asked to hold one
end of the slinky while the teacher moves the slinky side to side (horizontal).
13. The teacher will then discuss the third wave with the class, known as the L-Wave. After discussing the wave
the teacher will ask students to write the name of the wave on their note catcher along with the underlined
information on the slide.
14. The teacher will then model the third wave using one of the Slinkys. A volunteer will be asked to hold one end
of the slinky while the teacher moves the slinky up and down to show the strength of the wave.
15. Once all of the students have completed their note catcher, they will be asked to pair up in groups of two.
16. The teacher will explain that each group will be given a slinky and will be asked to demonstrate the waves
given by the teacher.
ACADEMIC LANGUAGE:
Earthquake
Plates
Epicenter
Focus
Aftershocks
Seismic Waves
Primary Waves
Secondary Waves
Longitudinal Waves
DIFFERENTIATION:
Students who have a difficult time seeing from a far distance will be sat up front during the lesson.
Students with difficulty paying attention will be sat up front during the lesson to ensure they can be redirected.
Students who receive frequent breaks will be allowed to take their 10/5s, which allows them to work for
ten minutes and then take a five-minute break.
Four students receive copies of class note, which will be emailed home to parents.
One student who has Autism has a watch on to keep track of time on his own, rather than asking.
One student always has the option to use technology for handwriting while taking notes.
One student always has the option to use technology for dictation while taking notes.
One student who has an auditory processing disorder will be seated on the left side of the classroom due to
low frequency in the left ear.

Two students with low reading comprehension will receive a modified version of the note-catcher, which
includes pictures.

TECHNOLOGY COMPONENT:
The Smart Board is used to present the lesson.
CLOSURE:
As students are modeling the Seismic Waves using the Slinkys, they teacher will review the information
learned in todays lesson. The teacher will reinforce the information that was given about earthquakes, and the
similarities of snapping a rubber band to an earthquake.
ASSESSMENT:
Formative Assessment: The teacher will observe the students as they work with their partners on creating the
Seismic Waves.
Summative Assessment: The students will complete the note catcher, which will be collected and checked for
80% accuracy.
RE-ENGAGEMENT:
As a re-engagement lesson the teacher will complete a plate movement science experiment. The experiment
will simulate both the constructive and destructive process of earthquakes. The activity will reinforce the types of
Seismic Waves and the damage that occurs from earthquakes. Attached is the instruction for the re-engagement
activity.