Evaluate forces: Earthquakes - Science - CareerStart lessons: Grade six

Learning outcomes

Students will evaluate the forces that shape the lithosphere including: crustal plate movement, folding and faulting, deposition, volcanic activity and earthquakes.

Teacher planning

Materials needed

Laptop computer
Projector
Pencil
Internet connection
Wireless presentation remote (if available)
Student handouts:
- Copies of the “Earthquake Job Information Sheet” for each student. (Copy the information sheet on the front and back of each page.)
- Problem statement page (Make two copies for each group. Cut out the problems and place on the group tables. You may want to laminate those to use next year.)
Career cards (Make one copy and cut out each career. You may want to laminate those to use next year.)
Occupational Outlook Handbook published by the U.S. Department of Labor (Note: If the Occupational Outlook Handbook is not available at your school media center or guidance office, please refer to the electronic version on the Bureau of Labor Statistics website. This website is also a great tool for readers who would struggle with a handbook of this size.)
Teacher reference page listing pages in the 2004-2005 Occupational Outlook Handbook that contain information about earthquake-related careers

Time required for lesson

Approximately 140 minutes

Procedure

Set up the projector and computer at the front of the room. (5 min.)
Access the Internet, and go to the Exploratorium website’s “Faultline: Seismic Science at the Epicenter“. Navigate the site to explore earthquakes, plate tectonics, devastating earthquakes from the past and earthquake safety. Be sure to read about plate tectonics, faults, waves, and measurements under “Quake Basics.”
(12 min.)
Use the wireless presentation remote to discuss earthquakes, plate tectonics, crustal plate movement and other areas of interest from the website. (50 min.)
On the second day of the lesson, set up the computer and website again to review prior knowledge from the slide show. (5 min.)
Address any questions from the first day of the lesson. (5 min.)
Arrange students in groups of four or five. (2 min.)
Pass out the student handouts. Give one “Earthquake Job Information Sheet” (copied front and back) to each student. Give one problem statement page to each pair of students. (2 min.)
Read the problem statement to the class. (1 min.)
Place two career cards on each table (see “Materials Needed” above.) Instruct the students to discuss how the career cards provided relate to the earthquake problem statement. (5 min.)
Have the students complete both sides of the earthquake job information sheet considering the problem statement and their role in their jobs. (20 min.)
When time is up, have each group present to the class their job information based on the earthquake problem. (30 min.)
Have the students present their jobs relating to the earthquake devastation using a loud public speaking voice. Instruct the audience to remain quiet and listen while other groups present.

Supplemental information

Books
- Seymour Simon, Earthquakes. New York: Morrow Junior Books, 1991.
Websites
- The Smithsonian Institution’s “Dynamic Earth” digital exhibit. Click on “Plate Tectonics and Volcanoes.”
- The U.S. Geological Survey’s “Earthquake Hazards Program“
- Earthquake information from the “FEMA for Kids” website

North Carolina Curriculum Alignment

Science (2005)

Grade 6

Goal 3: The learner will build an understanding of the geological cycles, forces, processes, and agents which shape the lithosphere.
- Objective 3.01: Evaluate the forces that shape the lithosphere including:
  - Crustal plate movement.
  - Folding and faulting.
  - Deposition.
  - Volcanic Activity.
  - Earthquakes.
- Objective 3.02: Examine earthquake and volcano patterns.