CBL+Lesson



The Science of Earthquakes:

The focus of this unit of study is on the occurrence and prediction of earthquakes in relationship to plate tectonics. This unit utilizes a variety of teaching methods and is designed to follow a Challenge-based Learning framework combined with the integration of digital technology as an alternate means of assessment. Alternate assessments highlighted in this unit include the use of social networking, peer collaboration, file sharing, and publishing with accompanying rubrics and project guidelines. These methods of assessment serve as illustrations of student achievement in the areas of content knowledge, creativity, innovation, teamwork, technology, and problem solving. These forms of assessment demonstrate a more in depth understanding of the science of earthquakes than the standard text review/ worksheet,/standardized test assessment. It is imperative that student comprehension of curriculum material extends beyond rote memorization and moves toward deep understanding and experience with the material. This unit is designed to support out of the box and higher order thinking and provides students the opportunity to present their knowledge in a public forum.
 * Description of Unit**


 * Implemention Sequence:**

1. Students will complete a reflective observation writing on the class wiki that answers the following questions and demonstrates understanding of plate tectonics concepts studied in the preceding unit.. Students will view and respond to the observation writings of the members in their plate tectonics teams using the class wiki discussion tab.


 * How does the movement of the earth’s plates create boundaries and/or faults that ultimately result in a earthquake? (Please include specific descriptions of types of boundaries and faults that support your idea)


 * How does understanding the movement of the earth’s plates assist us in predicting an earthquake or seismic event?


 * What do you know about earthquakes?


 * What would you like to learn about earthquakes?

2. Students will use the class dropbox and diigo sites to: read articles posted by teacher (chosen to support the answers to the above questions), find an article about a recent earthquake event and post it, and comment on the articles their new earthquake group peers have posted. Students will then share the highlights of their web-based networking with the class through a reflection response card.


 * Index card reflection response: What did you observe or learn from your review of recent earthquake events that may be important in developing our understanding of the occurrence and prediction of earthquakes?

Reflection response cards will be collected by the team and then traded with another earthquake group. Students will work collaboratively in their team to agree or disagree with the index card observation and indicate why they believe the items on the index card are important for understanding or why they are not. The team must reach consensus prior to returning the card to the team that created it. Teams will then discuss their items for the class and the class will create a class web on the computer which will be posted on the webpage.

3. Students will collaborate with their earthquake team to explore the most recent earthquakes and their relationship to plate boundaries that have occurred using the USGS site and Google Earth technologies. Students will note their observations and findings on the accompanying Google Earth Earthquake Lab sheet, and post them on the wiki.

4. Students will observe and comment on the team findings with who they exchanged their index card in the previous activity and comment on the discussion board of the wiki using the following questions as a guide and the plate tectonic charts in the textbook:


 * Is there a pattern to the location of the epicenter and focus of the earthquakes represented in the lab? (be sure to note locations along the same plate and/or connecting plates)


 * How do the plates that are involved relate to each other? (convergent, divergent, transform boundaries)


 * How could scientists use these trends or patterns to predict the next earthquake?


 * Students will share their findings in a class discussion using the wiki responses as a guide.

5. Using the above research tools, as well as an article on earthquake prediction posted in dropbox, students will work in earthquake teams to predict the next earthquake. Students must include the following focus points in their prediction:


 * In what country and city the next earthquake is predicted to happen.


 * The trends or patterns from prior earthquakes that led to this prediction.


 * The significance of the plate boundaries around the predicted epicenter and how this relates to the occurrence of an earthquake.


 * The intensity of the earthquake as per Richter and Mercalli scales and the predicted amount of damage based upon intensity.

Students will present their prediction to another team of scientists in the form of a multi-media essay presentation posted on the wiki. During which time the other team will be expected to note observations from the presentation, as well as discuss, clarify, and challenge the information presented paying careful attention to validity and quality of research.

6. The two teams of scientists will collaborate and agree or disagree on the vailidty of the two predictions and share their decision in a brief overview with the entire class.

7. Students will complete a reflection project in the form of a multi-media essay, podcast, screencast, or other media form on the wiki focusing on the following question: (see Natural Disasters video model)


 * How does the occurrence and prediction of Earthquakes affect human life?

Students will read two other student reflection writings of students that were not on their teams and comment on the wiki.

8. Project Extension Activity:
 * Students will contact the mayor and/or appropriate civic leaders of the city in which they have predicted the next earthquake will happen and notify them of their predictions, including the supporting scientific data that led to the students' hypotheses.


 * Materials and Resources:**

Computer with access to wiki page set up by teacher devoted to earthquakes and plate tectonics

Color coded number cards given to students to formulate earthquake teams with student names on the back. Students can then choose a group of no more that 5 students with same color card as they posess.

Student cards are determined based upon careful observation of students strengths and weaknessses in prior lessons. Groups include one student for each of the following skill sets: leader, organizer, communicator, documentor, challenger, and synthesizer. Students are not informed of the role the teacher has observed in them as a strength, just simply given a colored card.

Diigo website: www.diigo.com with tools downloaded to students desktops

Dropbox website: www.dropbox.com with folder and group set up by teacher and article posted that reflect the responses from the first reflection writing

Google Earth Earthquake Lab Sheet [|Google Earth Earthquake Lab.doc]