EARTHQUAKES

Date: 31st March, 2011 Topic: Science (Earthquakes) Class: Standard 5 Duration of lesson: 30- 35 minutes Number present: Age range: 10 11

Previous knowledge and experience: Some students may have experienced earthquakes of some nature in their lives or may have seen the effects of earthquakes on the television and other forms of media.

Main concepts: 1. Creating an earthquake simulation. 2. The causes of earthquakes.

3. What happens during an earthquake and the effects of earthquakes on human

life.

Lesson objectives

Build models to show how earthquakes occur and what happens during an earthquake. Explain the causes of earthquakes by discussing in groups and writing them on the board.

State their knowledge of how earthquakes cause damage to human life.

Inquiry skill: Observation Communication Discussion Experimentation

Resources: Gelatine Lamp Construction Paper Toy soldiers and other replica objects for simulation Video Paper Markers Bristol Board

Safety Procedures:

Teacher provides supervision throughout the class. All materials to be used would be non toxic and of little or no hazard to the students what so ever.

The teacher informs the students as to the rules 1. Do not touch any equipment or other materials in the laboratory area until you are instructed to do so. 2. Students are to listen and follow instructions given by the teacher at all times. 3. There is to be no eating or drinking in the laboratory. 4. The materials given to perform experiments should be used as directed and work area and space should be kept in a manageable order at all times.

Introduction Students would be shown 2 short videos of the actual events during the earthquake and the destruction of the recent earthquake that devastated Haiti on Tuesday, 12 January 2010. The teacher would then question the students on the videos asking questions that will stimulate critical thinking amongst the students. By doing this the teacher will get a clear idea as to the amount of previous knowledge the students possess and the level of comprehension of the events of the videos as it relates to them.

Possible question to be asked by the teacher include: 1. What did you notice in the video from the security cameras? 2. Have any of you ever experienced an earthquake? 3. What happened after the earthquake according to the video?

Well today we are going to be investigating how earthquakes occur and its effects.

Main concept &/ Teacher and student Activity or Main Activities. Concept 1 (Exploration) A. Creating an earthquake simulation model. The teacher would present pre made model of the earthquake simulator to the students. The teacher would then separate students into groups of four to five and present groups with the materials to create simulation model. The teacher would then instruct students as to the construction of the earthquake simulator.
1. Firstly students would place the pieces of Gelatine together with

pieces touching together to represent the plates of the earth.

2. Then the lamp will be placed under the table to represent the

heat/pressure accumulating from the earths core under the plates.(gelatine) 3. The brown construction paper will then be placed on top of the gelatine as the earths crust. 4. The replica items such as cars, buildings, people and other items will be placed on the earths crust.
5. The gelatine will then be rocked in opposite directions in

increasing intensity and then left to shake on its own.

The teacher would ask students to record the events before the shaking is started, during the shaking and after the shaking has stopped. Concept (Explanation) Outlining the causes of earthquakes and its impact on human life. These are some questions that the teacher would ask the students to cause critical thinking and record their responses on the whiteboard.
1. What were the major parts of the earthquake simulator and what

each part represented? The gelatine (plates), the construction paper (the earths crust), the lamp( represents heat and pressure), the people, buildings and other items. 2. What happened in the simulation? The heat from the lamp (earths core) built up and caused a build up of pressure on the earths plates which caused a sudden movement of the plates.
3. What happened when the plates started to move?

The movement of the plates caused the earths crust to move and become dislodged from its fixed position causing damage to the buildings and other objects on the earths surface.

4. According to the investigation before how would this affect the

human life on the earth? The earthquake caused destruction of houses and buildings and even caused death to some people. This damage to buildings and humans would take time and energy to rebuild and the emotional pain will always be with the people who were affected. Concept The teacher would ask students if they have ever witness an earthquake. Then instruct students to work in groups and discuss the

(Expansion) Discussion on the effects of earthquakes on the lives of the student and their country.

effects of earthquakes on them and their country or other countries that have witnessed earthquakes. The groups will be asked to construct posters with their points on the effects of Earthquake and dramatize this as well.

Closure: The teacher reviews key points that were given by the students on: The earthquake simulation model and how it works: o What caused the plates to move suddenly? o What happened when the earthquake began? o What was the result after the earthquake and why? o What were the effects on the humans and their surroundings as a result of the earthquake?

Assessment Students would be asked to write an article in their school paper or the Newspaper highlighting the cause of an earthquake and the effects of earthquakes on human life.

Continuation: The associated natural events associated with earthquakes (Tsunamis).