Inquiry Lesson Earth Science –Earthquakes, How likely is it that the New Madrid Event of 1811-1812 will be repeated?
· Earth and Space Science – Standard 1.23 – The Principles of Earth and Space Science – Processes That Shape The Earth - Students explain motions, transformations, and locations of materials in the Earth’s lithosphere and interior.
· Earth and Space Science – Standard 1.25 - The Principles of Earth and Space Science – Processes That Shape The Earth – Investigate and discuss the origin of various landforms, such as mountains and rivers and how they affect and are affected by human activities.
· Unifying Concepts and Processes – Standard 1.1 – Unifying Themes – The themes of systems, models, Constancy and Change, Evolution and Equilibrium, and Form and Function are fundamental to understanding Science and the interrelatedness of the discipline.
· Science as Inquiry – Standard 2,1 – Abilities – Science Inquiry involves identifying, guiding, questions and concepts, designing, conducting and communicating; formulating and revising models, recognizing and analyzing alternative explanations and models.
· Science as Inquiry – Standard 2.2 – Understanding Scientific Concept – Inquiry enhances the comprehension of the world.
· Earth and Space Science Standard 2 – Students will develop and understanding of energy in the Earth system, geochemical cycles; origin and evolution of the earth system, and origin and evolution of the universe.
· Earth and Space Science - Standard 5.2 – Geochemical Cycles – The Earth is a system containing essentially a fixed amount of each stable chemical atom or element.
· Science in Personal and Social Perspective – Standard 7.3 – Natural Resources - Natural Resources are essential for providing the daily needs of people. Resources are unevenly distributed around the world and some are in short supply.
· Science in Personal and Social Perspective – Standard 7.5 – Natural and Human Induced Hazards – Human activities can induce potential hazards. Assessing the degree of risk allows appropriate responses.
· understand the present Earth and universe are a culmination of geological changeover time
· will identify and pose meaningful and answerable scientific questions
· formulate and test working hypotheses, choosing procedures appropriate for use in the laboratory or fieldwork
· selecting appropriate instruments, sources (including and electronic data base) to obtain relevant information
· observe and describe observations accurately using appropriate language and precision
· present findings to peer
· communicate and defend an argument
· formulate explanations to accommodate known phenomena and principles
· construct and revise scientific explanations and models using logic and evidence
· translate data into tables and graphs
· interpret data presented in tables and graphs
· select and use reference materials from a variety of sources (including an electronic data base) to obtain relevant information
· explain motion and transformation of materials and where they occur in the Earth’s lithosphere and interior
· describe how plates may move, push together, pull apart or subduct to produce earthquakes, volcanoes, ocean floor creation, island transformations, mountain building, and seafloor spreading
· relate how the slow movement of material within the Earth results from heat flowing out from the deep interior and the actions of gravitational forces on regions of different densities
· identify natural earth hazard sand the regions in which the most often occur (Pacific Ring of Fire, flood plains, etc.)
Objectives: The student will . . .
· work collaboratively to carry out their investigation
· collect data appropriate to their investigation
· organize data in charts or graphs to use in a presentation
· identify the factors that can predict the likelihood of a serious earthquake (magnitude 8.0 or greater) or new volcano appearing on the North American continent
· access to books containing historical accounts of earthquakes and volcanoes
· access to internet for research
· selected web sites providing data on earthquakes and volcanoes
· phone access to university experts
· poster board with assorted markers, crayons and colored pencils
· access to PowerPoint program
· access to Excel and Word
· information sheets on
ü “How to use PowerPoint”
ü “How to use a Search Engine”
ü “How to write a bibliography”
ü “How to create a data table and graph using Excel”
ü “How to create a data table and graph using Word”
Start your discussion with following statements: “The Earth experiences very violent motions on a daily basis in different locations? Have you seen the movies Volcano, Dante’s Peak or any earthquake disaster movie?” Students will then view selected 5-minute clips of the following movies: Dante’s Peak, Armageddon, Volcano, Deep Impact, and other natural disaster movies. After viewing selected video clips continue discussion with the following: “What are the chances that a new volcano, earthquake or some other earth motion disaster could occur anywhere near Indianapolis?”
· Create a procedure that would allow you to determine where a new volcano or a serious (magnitude 8.0 or greater) earthquake might someday appear anywhere on the North American continent.
· Follow your procedure. Collect and organize relevant data and information. Keep track of any new questions that arise during your investigation.
· Arrive at a conclusion based on the results of your procedure.
· Create a PowerPoint, or poster presentation that best illustrates and justifies your conclusion. Presentation must contain the following:
Ø original question
Ø your procedure
Ø questions raised by your investigation
Ø data collected, presented in an organized manner
Ø conclusion, what did you discover
Ø answer to original question
Ø bibliography - sources for your data/information
· Groups will present findings and discuss collective understanding of factors involved in the creation of an earthquake and/or volcano.
· Groups will describe their procedure and discuss how it helped them to determine the likelihood of a serious earthquake (magnitude 8.0 or greater) or new volcano appearing on the North American continent.
· Did students collect sufficient data to support their conclusion? Did any new questions arise during their investigation?
· What other questions might students want to investigation?
· Identify careers that could use the information from this activity. Explain how each career would use the information and why they would find it important in their work.
· Use the information collected to identify a location within the continental United States that would be safe from volcanic formation and any earthquake damage, justify your selection.
· Explain how you would use this information to encourage individuals to prepare an awareness video for the general public
· Embedded assessment
ü students ability to work collaboratively
ü students ability to use technology
· Performance assessment
ü students ability select appropriate data
ü students ability to identify factors that precipitate the occurrence of volcanoes and/or severe earthquakes (magnitude 8.0 or greater)
· Content assessment
ü students explanations of factors that precipitate the occurrence of volcanoes and/or severe earthquakes (magnitude 8.0 or greater)
ü ability of students to apply their new understanding to a new situation