Jonna Reamer 20 minute lesson

November 14th, 2011 EDU 580

Topic Addressed- Earthquakes Grade Level- Ninth Standards AddressedEarth Science: Standard 4- Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Key Idea 2 Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land performance indicator 2.1j analysis of seismic waves allows the determination of the location of earthquake epicenters, and the measurement of earthquake magnitude; this analysis leads to the inference that earths interior is composed of layers that differ in composition and states of matter. Technology: Standard 2- Students will access, generate, process, and transfer information using appropriate technologies. Key Idea 1 Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Standard 5- Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Key idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge. Standard 6- Students will understand the relationships and common themes that connect mathematics, science and technology and apply the themes to these and other areas of learning. Key idea 2 Models are simplified representations of objects, structures, or systems undes in analysis, explanation, interpretation, or design. Technology Standards (NETS): Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: c. use models and simulations to explore complex systems and issues. Students apply digital tools to gather, evaluate, and use information. Students: c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. ObjectivesThe learner will define lithosphere, fault, earthquake, and epicenter. (Blooms Knowledge)

The learner will describe the motion of different wave types: P-waves, S-waves, Rayleigh waves, Love waves. (Blooms Comprehension) The learner will apply the relationship between S-P lag time and distance to calculate the distance of seismometer from epicenter. (Blooms Application) The learner will evaluate S-P lag times in order to triangulate an epicenter. Blooms Evaluation) Introduction of Learning ActivityShort video shown from YouTube showing a first person account of an Earthquake here in the United States (http://www.youtube.com/watch?v=FW-TkpvKPl0). (auditory and visual learning). Students will be asked to share their reactions to the video. The instructor will then bring up their proximity in the video to the actual earthquake, and transition to learning about earthquakes. Provide InformationThe instructor will briefly display instructions for accessing the correct website, as well as provide a handout of written instructions to the class. The instructions will be explained aloud by the instructor, and students will be asked to repeat those directions back (checking for understanding). Students will access the first web page (http://news.bbc.co.uk/2/hi/4126809.stm) and begin following the worksheet guiding the student through the first activity. This first web site is a slide show of animations reviewing vocabulary associated with earthquakes. When students have finished with this first activity, they are to turn and face the instructor to indicate they have finished. The learners will be shown an animation by the instructor which demonstrates the lag time between S and P waves (http://www.sciencecourseware.org/eec/Earthquake/EpicenterMagnitude/Tutorials/SP.swf) (visual learning). The instructor will guide a brief discussion of the importance of the S-P lag time to locating an epicenter by posing questions to the class such as; was the distance between the S and P waves the same throughout the animation? Where was it greatest? How can this be used in relation to the distance traveled? (Auditory learning) Provide PracticeThe instructor will then ask students to navigate to an interactive online activity which uses S-P lag times in order to locate an earthquake epicenter (http://www.sciencecourseware.org/eec/Earthquake/).The website guides learners through using lag times to calculate distance from three separate locations, which pinpoints the earthquakes epicenter. There are tutorials on how exactly to complete each phase of the activity available on

the site if students need help. They will also be allowed to work together with their lab partner (cooperative learning). This is a virtual lab activity, and will take the place of a lab in the classroom. During this time the instructor will travel throughout the room checking on the progress of students and answering questions (Checking for understanding). As the lab activities require students to click on different areas and drag and drop multiple times, this will appeal to Kinaesthetic Learners. Students will not be expected to complete the entire form during class hours, but will have to print off and turn in the worksheets from this activity as well as the following activity on determining magnitude (http://www.sciencecourseware.com/eec/earthquake/) in one week. This allows students with limited computer or internet access ample time to set up appointments at the library or computer lab in order to access the activity. Review the ActivityFor this day, students will be stopped mid-exercise due to time constraints. Students will be expected to turn in an exit slip answering: If there are two seismometers, one located 500km from the epicenter and another located 6000km from the epicenter, which one will show the greatest S-P lag time, and why? Also, can the epicenter be precisely located using just the seismograms from these two stations? Why or why not? Methods of AssessmentAs this only represents a 20 minute segment of time, the class discussions and exit slip will constitute formative assessment for future class time. The main summative assessment will be the print-outs of the data/questions from the lab activities. As stated earlier, this will not be due until one week after this class period, as students need ample time for computer access in order to complete the assignment. The learner will define lithosphere, fault, earthquake, and epicenter. (Blooms Knowledge) Assessed with vocabulary worksheet. The learner will describe the motion of different wave types: P-waves, S-waves, Rayleigh waves, Love waves. (Blooms Comprehension) Assessed with worksheet asking students to describe motion of different wave types. The learner will apply the relationship between S-P lag time and distance to calculate the distance of seismometer from epicenter. (Blooms Application) Assessed with lab assignment printout of the s-p lag time activity. The learner will evaluate S-P lag times in order to triangulate an epicenter. Blooms Evaluation) Assessed with the printout of the second part of online lab- triangulating an epicenter.

ResourcesBBC News. (2009, June 01). How earthquakes happen. Retrieved from http://news.bbc.co.uk/2/hi/4126809.stm (2007). California earthquake. (2007). [Web Video]. Retrieved from http://www.youtube.com/watch?v=FW-TkpvKPl0 Virtual courseware: Earthquake. (2002). Retrieved from http://www.sciencecourseware.com/eec/earthquake/ *This is the main page for both lab activities, the tutorials, and the animation shown to the class.