Picture Book Inquiry Lesson Engage, Explore, Explain, Extend/Elaborate, Evaluate

Name: DN Title: Earthquakes! Learning Objectives: Students will: Define the basic concepts surrounding earthquakes. Research and identify important information related to earthquakes. Test soil types during an earthquake and record the results. Design and construct an earthquake resistant buiding. easure with a ruler how deep an brick sinks in soil during an earthquake. Discuss and analy!e findings in small and whole group settings. Grade Level / Grade Range: "#$ Connection(s) to National Science Education Standards: %ontent Standard D: &arth Science 's a result of their acti(ities in grade "#)* all students should de(elop an understanding of Structure of the &arth system &arth+s ,istory Students will understand earthquakes as a ma-or geological e(ent that has shaped the &arth throughout history and still effects our e(eryday li(es. eatured !icture "oo# ./nclude title* author* illustrator* year* and brief summary of the book0: Earthquakes by &llen 1. 2rager. /llustrated by Susan 3reenstein. 4554 Earthquakes is a -ump into science book published by the 6ational 3eographic Society. This book describes what causes earthquakes and what happens during an earthquake. The book co(ers key concepts such as tectonic plates* aftershock* and faults. $aterials: Time Needed: (Day 1, Day 2, Day 3, etc.) 7or Demo on Day 8 .Specify which phases of the "& odel will be ' piece of 9:" brick appro:imately implemented on each day.0 D'; 8: Engage with (ideo clip* E%&lore through 8" cm long. research on earthquakes* E%&lain with reading of 8" thin rubber bands* looped Earthquakes and scientist meeting. together for a length of D'; 4: E%&lore soil types* E%&lain by sharing appro:imately 8) cm. findings and reading Earthquakes. ' meter stick. D'; 9: E%tend with creating and testing ' flat wooden table top about 4 m buildings* E%&lain during scientist meeting long. D'; <: Evaluate through written test and rubric Day 4 for science notebooks. 1

 Soil 3ra(el Sand ud Se(eral large containers Ruler Day 9 Toothpicks %lay Tape String =egos >r other building materials 'escri&tion o( Lesson !lan: ./nclude a detailed description of what the teacher and the students will be doing each day using the "& /nstructional odel? e:ample @ Day 8: &ngage? &:plore* &:plain. 'lso* be sure to include one or more guidingAprobing questions in each phase? italicize your guiding/probing questions.0 'a) * &ngage: Tell students they will be learning about earthquakes. 'sk hat is an earthquake! causes earthquakes! "o# do earthquakes a$$ect us! Show 6ational 3eographic+s earthquake montage (ideo clip.

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&:plore: Students will be gi(en a research guide with questions to answer and space to de(elop their own questions about earthquakes to research independently. Research could be done through books pro(ided by the teacher and library or through the internet if computers are a(ailable. This research guide will be kept in the students+ scientist notebook. Research questions will include: hat is an earthquake! hat causes earthquakes! "o# do #e %easure earthquakes! here is an earthquake %ore likely to happen! Bey terms that should be defined are: seis%ic #a&es, epicenter, %agnitude, and intensity &:plain: %lass will regroup and read Earthquakes by &llen 1. 2rager up to page 45. The teacher will then gi(e a short demo on one way an earthquake happens. Csing a brick with a string of rubber bands attached* the teacher will slowly pull on the rubber bands until the brick -umps forward from the release of energy stored in the stretched rubber bands. The teacher will refer back to the book and e:plain that >(er time* the rocky edges of the two plates .the table and brick0 bump and stick together* slowly stretching and pulling .the rubber bands0. &(ery once in a while* the rocky edges break* release energy* and cause earthquakes. 'nother demo that could be done is using oreos to (isuali!e different types of earthquakes. .see http:AAdusk.geo.orst.eduAoceansA>reo#%ookie.pdf0.

The lesson will then change to a student oriented scientist meeting in which each student shares their research. 'sk again hat causes an earthquake! The teacher should combine all of the questions created by the students and the findings to create a class reference. 'a) + &:plore: Tell students that they will continue e:ploring earthquakes today. Today they will focus on the earth part of quakes. Tell students that the effect of an earthquake greatly depends on the type of soil and location. Students be broken up into small groups .4#90 and will be gi(en se(eral soil types in large containers? gra(el* dirt* sand* mud. They will also be gi(en a brick. Tell students they will be testing how different soils affect buildings during an earthquake. Tell students to test what happens to the brick in each soil during an earthquake. To cause an earthquake tell students to gently shake the container of soil* stop for a moment* and then shake harder* stop* and then one last small shake. This will represent the fore* main* and after shocks. Students will record the results in their scientist notebooks. Tell students to record with a ruler how many inches the brick sank and also illustrate. Students should test each soil more than once and then take the a(erage of each test to compare to the other soils. &:plain: Regroup with the students and ask hat happened in each soil during an 'earthquake!( Students should discuss if the brick sunk into the soil and how far. hy do you think this happened! 7inish reading Earthquakes. This will talk about ground softness* construction of buildings* and aftershock. 'a) , &:tend: Csing the research and obser(ations made of the brick* students will attempt to design and construct an earthquake resistant building with an assigned group. Students should be gi(en ample time to research how buildings are constructed to withstand earthquakes and to re(iew earlier notes from research and testing the brick in different soils. Then using a (ariety of materials* students will construct their building to be tested in all four soil types. &:plain: Did so%e #ork in one soil, but not the other! hy! "o# did you decide on the design o$ your building! hat #ere i%portant $actors that you had to consider! 'a) &(aluation: Students will be gi(en a written test on earthquakes. %oncepts co(ered in the test should be determined by ideas discussed on day 8. ' rubric will be used to e(aluate the e:ploration stages throughout the lesson and the information recorded in the scientist notebook.

ormal Evaluation .ssignment / Rubric: 6ameDDDDDDDDDDDDDDDDDDDDDDD &arthquake Test 8. &arthquakes usually happen along cracks in the earthEs crust called...F a. 1agged lines b. 7ault =ines c. =ayers d. Grinkles 4. The region of the Cnited States with the most earthquakes is...F a. The 6orth b. The South c. The &ast d. The Gest 9. Ghen scientists use a seismograph* they are measuring... F a. the length of the fault b. how long the earthquake lasted. c. how much the earth shook d. how many buildings collapsed. <. The earthEs crust is split into pieces called tectonic plates. Ghat are these plates likeF a. Sponges b. 3lass c. Rocks d. 2u!!le pieces ". Ghich of the following is 6>T trueF a. Tidal wa(es called Tsunami happen during earthquakes under the ocean. b. &arthquakes only happen in %alifornia. c. ;ou should drop and co(er during an earthquake. d. ost earthquakes cannot felt. $. The magnitude of an earthquake means...F a. /ts si!e on the Richter scale b. ,ow many people were hurt. c. The center of the earthquake d. ,ow loud it was. DateDDDDDDDDDDDDDDDDDD

H.

ost earthquakes last...F a. 8" minutes b. >ne day c. ore than " minutes. d. =ess than one minute.

). The epicenter of an earthquake is: a. The location that emergency support workers meet during an earthquake b. The si!e of an earthquake. c. The point on the &arthEs surface abo(e where an earthquake occurs d. The center of an earthquake. I. Ghat is an earthquakeF Grite two things you learned about earthquakes DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD

'dapted from: http:AAwww.teacher(ision.fen.comAt(AprintablesA&arthquakeDJui!.pdf

Target 'a) * Researc4 Guide -01 &oints 'll questions are correct and answered thoroughly. /ndependently de(eloped questions show thoughtfulness and pertain to the topic. &ach soil type is tested at least 9 times. easurements are recorded in a chart and in inches. /llustrations are detailed and labeled. Student does appropriate research and aides in group design and construction of a building. Student discusses important factors and why the design failedAsucceeded after test.

.cce&table +0, &oints 'll questions are answered and correct. /ndependently de(eloped questions pertain to the topic. &ach soil type is tested at least 9 times. easurements are recorded in inches* but not in a chart. /llustrations are present* but might be missing labels. Student does research and aides in in group design and construction of a building. Student can discuss important factors with prompting or aide from group. Student attempts to find reason for why the design failedAsucceeded after test. Gorks toward group goals with occasional prompting. &ncourages the participation of others and contributes knowledge and opinion.

Needs 2m&rovement 30* &oints Some questions answered* or se(eral incorrect answers. /ndependently de(eloped questions need impro(ement or do not e:ist. Soil types are tested less than 9 times. easurements are not recorded in inches. /llustrations are messy and without labels. Student does not do research or does not find helpful material. Student+s participation in group design and construction of a building is limited. Student cannot discuss important factors and why the design failedAsucceeded after test. Gorks toward group goals and contributes information to the group only when prompted. 'lways or often relies on others to do the work

'a) + Soil Test

'a) , "uildings

Grou& Coo&eration

%onsistently and acti(ely works toward group goals. Kalues the knowledge* opinion* and skills of all group members and encourages their contribution.

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