Title: Earthquakes Grade level: 5th Grade Rationale This lesson allows students to gain a greater understanding of the

natural disaster of earthquakes, how they form, and safety precautions to take in the event of an earthquake. In addition, this project enhances technological awareness, mapping and graphing skills, individual research, writing and public speaking skills. It also helps students in advancing their cooperative learning skills. Essential Questions 1. What are plates? 2. Why do many earthquakes happen at the edges of plates? 3. How can the movement of plates cause mountains to form over time? 4. What are fault lines? 5. What happens when an earthquake occurs under the ocean floor? 6. What is the epicenter of an earthquake? 7. What are seismic waves? 8. How are seismic waves measured? 10. Describe how a seismograph works. 11. What is the purpose of the Richter scale? 12. What is an earthquake zone? 13. Can earthquakes be predicted? Why or why not? Standards Science S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes. a. Identify surface features caused by constructive processes. Deposition (Deltas, sand dunes, etc.), Earthquakes, Volcanoes, Faults b. Identify and find examples of surface features caused by destructive processes. Erosion (waterrivers, oceans, wind), Weathering, Impact of organisms, Earthquake, Volcanoes c. Relate the role of technology and human intervention in the control of constructive and destructive processes. Seismological studies, Flood control, (dams, levees, storm drain management, etc.) Beach reclamation (Georgia coastal islands)

Objectives The student will design and create a pamphlet to express their knowledge of earthquakes. The student will dramatize a news broadcast about earthquakes.

Assessments-Performance assessment (pamphlet, broadcast,) Work will be evaluated based on individual research, group's pamphlet, news broadcast, and visual aids. Attached is a rubric that will be used to grade the project. Students will complete a peer evaluation-attached form at the end of the project. A mapping earthquake activity is attached and will also be completed as visual aid for the news broadcast. Content background information The Earths features are constantly changing. Some of the earths features are destructive, constructive, or both! Underground forces such as earthquakes cause surface changes and create disasters. Before the lesson activity, students will already be familiar with earthquakes and causes of earthquakes. Students are aware of the current events involving earthquakes and have been following stories with their daily news updates on CNN Student News http://www.cnn.com/studentnews/ Students have also viewed and discussed earthquakes as a whole class with the use of a visual aid called Brainpop http://www.brainpop.com/ The teacher librarian will read a storybook on Volcanoes to get students attention and hooked on the topic of volcanoes and their amazing power and force of nature. Activities The lesson involves the study of earthquakes in both an individual and group setting. The students are required to research different aspects of earthquakes and create an informational pamphlet and present a news broadcast with their group about earthquakes and earthquake safety. Procedures-use the below link to access the webquest http://www.zunal.com/webquest.php?w=347 The teacher and librarian will divide the students into groups of four based upon their different strengths and weaknesses as well as their personalities. The group members will then pick straws to determine which job each member of the group will take on. The teacher and librarian must act as a guide to this project, especially in the research portion. However, the teacher is not acting as an instructor or director for the students but is available to guide their project and research. The wiki page (pathfinder) below should be used to guide students in their search for information on earthquakes http://website20resources.pbworks.com/w/page/52537244/Referen ce%20collection%20Websites

Time frame 5-6 days for 1 hour period Materials Computer, internet connection, supplies for pamphlet, world map, and USA map (any outline map will work) Curriculum integration Technology, LARTS Resources National Earthquake Information Center http://earthquake.usgs.gov/ FEMA: Earthquake Information http://www.fema.gov/library/eqinfo.htm Plate Tectonics: The Cause of Earthquakes http://www.seismo.unr.edu/ftp/pub/louie/class/100/plate-tectonics.html Earthquake Information Network http://www.eqnet.org/ Are You Ready for an Earthquake? http://www.redcross.org/services/disaster/keepsafe/readyearth.html http://www.brainpop.com/ Visual demonstration and explanation http://earthquake.usgs.gov/learn/kids/ Data collection that is kid friendly http://www.cnn.com/studentnews/ Daily news Some books that can be used in conjunction with this WebQuest are: Bowen, Mary & Ruth, Monty. (2000). To Be Safe During an Earthquake and Other Emergencies. To Be Safe, LLC. Haduch, Bill. (1999). Earthquake! (Discovery Kids). Penguin USA. Kudlinski, Kathleen V. (1995). Earthquake!: A Story of Old San Francisco (Once upon America). Puffin Books. Lampton, Christopher F. (1994). Earthquake. Millbook Pr Trade. Lee, Milly. (2001). Earthquake. Frances Foster Books. Credits/references

http://www.zunal.com/webquest.php?w=347 http://www.middleschoolscience.com/earth.htm Liz LaRosa 2009 5th grade science class

Rubric for Performance Assessment Beginning 1 Minimal amount of information and inadequate sources. (0-5 points) Developing Accomplished Exemplary Score

Individual Research

2 3 4 Average Good amount Very thorough and amount of of relevant descriptive information information information from a but lack of from several variety of sources. variety of different (16-20 points) sources. sources. (6-10 points) (11-15 points) Well written, but has a few grammatical errors. Good illustrations and information. (21-30 points) Well written and supported by research. Excellent illustrations and information. (31-40 points)

Poorly written Not much with many evidence of grammatical research and errors and needs Group work is not editing. Pamphlet supported by Lacking in research. appropriate Little or no illustrations relevant and information or information. illustrations. (11-20 points) (0-10points) Poorly Average organized presentation presentation and speaking skills. Group News and group lacks Provides Broadcast speaking information skills. but is poorly Provides organized inadequate and lacking information some and did not interesting engage the information. audience. (11-20 points) (0-10 points)

Good Excellent presentation presentation and and speaking speaking skills. skills. Provides Captures and relevant maintains information. audience (21-30 points) attention. Provides appropriate and interesting information. (31-40 points)

Peer evaluation form

Group Member Name of Student: Cooperation (Give a score of 1-4): Comments: Quality of Research: Comments: Participation in planning the presentation: Comments: Participation in putting together pamphlet: Comments: Overall Grade: Comments: