Geology Grade, Spring Term 2011
Based on: Classwork (40%), Independent Project (30%), Group Project EQ Presentation (30%)
Classwork
AND May's work
exercise 15 __
lesson from 4/21__
geology warm ups ___
Independent Project
Interview ____
Person, relation to you, phone number, kind of event they survived, how old they were at the time, where they were, how old were they, what was there first sign it was happening, would they have done things differently, does it change how they live now?
Reflection and Personalization ___
Consider and reflect how this might affect you. Where might you run into this sort of event. I you were in your adult life, what career would you be doing and if this kind of event would happen how would you deal with it? (at work, at home)
Product ___
Take it upon yourself to conduct a project. Examples might include: An earthquake readiness plan for your family. A 72 hour kit, tour a Red Cross, take a class from the Red Cross k attend a neighborhood readiness meeting, write a reflection, make a brochure of how to be ready, how to help kids, how to cope with loss, etc.
Group Project: School Earthquake Drill
___ Individual Use of Time
___ student ___ teacher
___ Presentation to a class
___ student ___ teacher
___ Refining and polishing
presentation skills
___ student ___ teacher
___ Reflection of project
___ student ___ teacher
___ Write a“next year to do list”
___ student ___ teacher
Saturday, June 11, 2011
SUCCESS
WE DID IT! SUCCESS
Presented to the school! Held a Drill! Everyone evacuated! Students know what to do during an earthquake. EVEN PRESCHOOL!
Tuesday, May 17, 2011
Wednesday, May 4, 2011
Lesson Plan from April 21st, Sub Day
In preparation for teaching the school about earthquakes through a presentation and a PSA, here is some "prep work" for us:
Please watch the video, copy and paste the questions into an email, answer the emails,and then email them to me at nina@trilliumcharterschool.org. If you have no email jot them down on a piece of paper and hand them into your friendly sub. Please use class time to work on this or your group project.
1. Seismic / earthquake waves
http://www.youtube.com/watch?v=yOGoKCK17a4
What are the first two types of waves?
Which disturb materials horizontally, love waves or Rayleigh waves?
2. http://www.youtube.com/watch?v=aFDBEH_h-H4
In 1964 there was an earthquake in Alaska, what happened in California.
Where do these mega quakes happen?
Which plate goes under the continental plate?
What is the name of the subduction zone off the coast of Oregon?
3. HILLARIOUS!!!!!
. Check out this PSA: http://www.archive.org/details/fact_earthquake_psa
Then answer these questions:
A. One word for your overall impression of this "interesting" take on PSAs?
B. What is the strength of this PSA?
C. What is one weakness of this PSA?
4. What does PSA stand for?
5. Find three more PSAs and either email them to me or write down the urls (or at least title and videographer)
Please watch the video, copy and paste the questions into an email, answer the emails,and then email them to me at nina@trilliumcharterschool.org. If you have no email jot them down on a piece of paper and hand them into your friendly sub. Please use class time to work on this or your group project.
1. Seismic / earthquake waves
http://www.youtube.com/watch?v=yOGoKCK17a4
What are the first two types of waves?
Which disturb materials horizontally, love waves or Rayleigh waves?
2. http://www.youtube.com/watch?v=aFDBEH_h-H4
In 1964 there was an earthquake in Alaska, what happened in California.
Where do these mega quakes happen?
Which plate goes under the continental plate?
What is the name of the subduction zone off the coast of Oregon?
3. HILLARIOUS!!!!!
. Check out this PSA: http://www.archive.org/details/fact_earthquake_psa
Then answer these questions:
A. One word for your overall impression of this "interesting" take on PSAs?
B. What is the strength of this PSA?
C. What is one weakness of this PSA?
4. What does PSA stand for?
5. Find three more PSAs and either email them to me or write down the urls (or at least title and videographer)
Thursday, April 14, 2011
Reading and questions, supposed to be due the 12th, now due 14th
Read, How are earthqukes measured.... HW DUE_____Tuesday, 4/14/11
.
Think deeply
Answer the following questions:
Name: ________________________
1.Fill in the blank: The size of an earthquake is considered it's ____________________
2.Comparison, (example fries are to ketchup as rice is to soy sauce)
Magnitude is to earthquakes as ____________________- is to __________________
3.The richtor scale is a log scale. So a richter scale 2 is _____ times greater than a richter scale 1.
And a richter scale 8 is ________ times greater than a richter scale 5.
4.What is the Modified Mercalli scale?
5.Plate tectonics theory states that crusts are _______________ kilometers thick.
6.There are three different types of plate boundaries. These boundaries are:
__________________ ______________________ ___________________________
7.What states are next to the Cascadia subduction zone?
____________________ ______________________ ___________________________
8.The earth is made of how many major tectonic plates? ____________________
9.What type of an EQ is a magnitiude 8 +? _____________
10. What would be a symptom or characteristic of a Modified Mercalli XI, in regular persons words:
.
Think deeply
Answer the following questions:
Name: ________________________
1.Fill in the blank: The size of an earthquake is considered it's ____________________
2.Comparison, (example fries are to ketchup as rice is to soy sauce)
Magnitude is to earthquakes as ____________________- is to __________________
3.The richtor scale is a log scale. So a richter scale 2 is _____ times greater than a richter scale 1.
And a richter scale 8 is ________ times greater than a richter scale 5.
4.What is the Modified Mercalli scale?
5.Plate tectonics theory states that crusts are _______________ kilometers thick.
6.There are three different types of plate boundaries. These boundaries are:
__________________ ______________________ ___________________________
7.What states are next to the Cascadia subduction zone?
____________________ ______________________ ___________________________
8.The earth is made of how many major tectonic plates? ____________________
9.What type of an EQ is a magnitiude 8 +? _____________
10. What would be a symptom or characteristic of a Modified Mercalli XI, in regular persons words:
Tuesday, April 5, 2011
Geology Reading Assignment, Given 4/5 due 4/7
Group 1: Read http://news.yahoo.com/s/ac/20110311/wl_ac/8043106_japanese_earthquake_makes_top_five_on_richter_scale_since1900 If you can't get the link to work see it at our blog, trilliumgeology.blogspot.com
Answer these questions on a separate piece of paper.
1.What was the richter scale of the recent Japan earthquake according to the USGS.
2.Name a richter scale 9 quake. When, where, and how many people died in that?
3.What date was the Alaskan Prince William Sound?
4.How do we know the Alaskan quake was a subduction zone quake
5.How many died in the 2004 quake?
6.Where was the 2004 quake and why did so many die?
Draw a subduction zone labeling the oceanic plate, aesthenosphere, convection current, continental plate, subduction zone, trench, and associated volcanic range.
Group 2. Read.
http://www.foxnews.com/scitech/2011/03/11/earthquake-science-japanese-quake-explained/
Answer these questions:
1.How quickly does the pacific plate move?
2.What is the result of that movement?
3.What kind of scale is the richter scale based on?
4.Compare what strength a 3 vs a 4 quake would be.
5.What about a 4 vs a 7?
6.What is the most people died in an earthquake, and where is that plate?
*How far will the plate move in 74 years?
Draw a sketch (or print out a map) of the pacific ring of fire Japan, China, the US (including Alaska), Canada, Mexico and Chile. Drawing and labeling the mid pacific ridge, the direction of the plate spreading, labeling the rate at which it is spreading. Draw volcanoes where you would predict them.
Group 3. Read
http://serc.carleton.edu/vignettes/collection/25559.html
Answer the following questions:
1.What is a megathrust quake?
2.Why have they focused on the area they focused on?
3.Why do people hang out there?
4.Fill in the blanks: Such stories provide compelling evidence for _________ coseismic uplift followed by ___________ postseismic and inter___________.
5.Explain that In 6th grader terms
6.What does this have to do with Oregon, or the Japanese quake?
*any ideas how we might be able to predict quakes from this kind of event?
Draw a subduction zone labeling the oceanic plate, continental plate, subduction zone, trench, and associated volcanic range MOST IMPORTANTLY WHAT THEY MEAN BY COASTAL UPLIFT.
Group 4: Read
http://iphoneincubator.com/blog/products/itemblor
Answer these questions,
1.What is the difference between the richter scale and MMI scale numerically?
2.What is the nature of the richter scale?
3.What is the nature of the MMI scale?
4.Do I want to live in a masonry A or D building? Why?
5.Look at the below seismogram. Label primary, secondary, and Lwaves.
6.Describe where you think the p, s, and l wave would be on a MMI scale.
Group 5:. Read.
http://www.foxnews.com/scitech/2011/03/11/earthquake-science-japanese-quake-explained/
Answer these questions:
1.What is the nature of the article? Educational, informative, or entertainment
2.Why do you think people might read this (if they weren't in a class)
3.The richter scale is what kind of scale?
4.Come up with an analogy that would help describe that relationship. (something a 6th grder could understand)
7.What is the most people died in an earthquake, and where is that plate?
*How far will the plate move in 60 years?
Draw a subduction zone labeling the oceanic plate, aesthenosphere, convection current, continental plate, subduction zone, trench, and associated volcanic range.
Answer these questions on a separate piece of paper.
1.What was the richter scale of the recent Japan earthquake according to the USGS.
2.Name a richter scale 9 quake. When, where, and how many people died in that?
3.What date was the Alaskan Prince William Sound?
4.How do we know the Alaskan quake was a subduction zone quake
5.How many died in the 2004 quake?
6.Where was the 2004 quake and why did so many die?
Draw a subduction zone labeling the oceanic plate, aesthenosphere, convection current, continental plate, subduction zone, trench, and associated volcanic range.
Group 2. Read.
http://www.foxnews.com/scitech/2011/03/11/earthquake-science-japanese-quake-explained/
Answer these questions:
1.How quickly does the pacific plate move?
2.What is the result of that movement?
3.What kind of scale is the richter scale based on?
4.Compare what strength a 3 vs a 4 quake would be.
5.What about a 4 vs a 7?
6.What is the most people died in an earthquake, and where is that plate?
*How far will the plate move in 74 years?
Draw a sketch (or print out a map) of the pacific ring of fire Japan, China, the US (including Alaska), Canada, Mexico and Chile. Drawing and labeling the mid pacific ridge, the direction of the plate spreading, labeling the rate at which it is spreading. Draw volcanoes where you would predict them.
Group 3. Read
http://serc.carleton.edu/vignettes/collection/25559.html
Answer the following questions:
1.What is a megathrust quake?
2.Why have they focused on the area they focused on?
3.Why do people hang out there?
4.Fill in the blanks: Such stories provide compelling evidence for _________ coseismic uplift followed by ___________ postseismic and inter___________.
5.Explain that In 6th grader terms
6.What does this have to do with Oregon, or the Japanese quake?
*any ideas how we might be able to predict quakes from this kind of event?
Draw a subduction zone labeling the oceanic plate, continental plate, subduction zone, trench, and associated volcanic range MOST IMPORTANTLY WHAT THEY MEAN BY COASTAL UPLIFT.
Group 4: Read
http://iphoneincubator.com/blog/products/itemblor
Answer these questions,
1.What is the difference between the richter scale and MMI scale numerically?
2.What is the nature of the richter scale?
3.What is the nature of the MMI scale?
4.Do I want to live in a masonry A or D building? Why?
5.Look at the below seismogram. Label primary, secondary, and Lwaves.
6.Describe where you think the p, s, and l wave would be on a MMI scale.
Group 5:. Read.
http://www.foxnews.com/scitech/2011/03/11/earthquake-science-japanese-quake-explained/
Answer these questions:
1.What is the nature of the article? Educational, informative, or entertainment
2.Why do you think people might read this (if they weren't in a class)
3.The richter scale is what kind of scale?
4.Come up with an analogy that would help describe that relationship. (something a 6th grder could understand)
7.What is the most people died in an earthquake, and where is that plate?
*How far will the plate move in 60 years?
Draw a subduction zone labeling the oceanic plate, aesthenosphere, convection current, continental plate, subduction zone, trench, and associated volcanic range.
Sunday, March 27, 2011
Natural Disaster Interview
Directions: Interview a Survivor of a natural disaster.
What Kind?
The magnitude of that natural disaster had to be big enough that people died or could have died. The survivor must feel like they have SURVIVED the experience.
What Questions?
These might be good places to start: Where were you? How old were you? Where were you when it started? How did you know it had started? What were you feeling, what went through your head when you realized it was starting? What did you do to protect yourself and those you were with? Did anyone die? What was it like when it was over? Was anything destroyed? Were you able to go back to work/school? Did you know anyone who lost their work/school? Did you have nightmares or dreams about it? What do you think you would do if you were in that situation again? Do you have an emergency kit?
Rules:
Interviewee must NOT be in your immediate family. (i.e. must be a relative you don't live with) OR an adult not at the school. No teachers or adults at the school. No fellow geology students.
Product:
For the first phase of the project we'll present to the class on April 5th, the first day back from break. Bring any documentation, video, audio, notes on paper. Be able to sum up the experience for your peers. Later we will develop it into a project that students will then make into a meaningful product attached to a field they may later choose to study.
Reasoning/Inspiration/Follow Up
The goal of this project is to "bring home" the experience of a natural disaster by having students interview a friend or non-immediate family member as to their experience of a natural disaster. State and national science benchmarks outline this kind of experience as a meaningful experience that will enrich, inform, and motivate a student's study of natural disasters.
More information can be found: On this site
What Kind?
The magnitude of that natural disaster had to be big enough that people died or could have died. The survivor must feel like they have SURVIVED the experience.
What Questions?
These might be good places to start: Where were you? How old were you? Where were you when it started? How did you know it had started? What were you feeling, what went through your head when you realized it was starting? What did you do to protect yourself and those you were with? Did anyone die? What was it like when it was over? Was anything destroyed? Were you able to go back to work/school? Did you know anyone who lost their work/school? Did you have nightmares or dreams about it? What do you think you would do if you were in that situation again? Do you have an emergency kit?
Rules:
Interviewee must NOT be in your immediate family. (i.e. must be a relative you don't live with) OR an adult not at the school. No teachers or adults at the school. No fellow geology students.
Product:
For the first phase of the project we'll present to the class on April 5th, the first day back from break. Bring any documentation, video, audio, notes on paper. Be able to sum up the experience for your peers. Later we will develop it into a project that students will then make into a meaningful product attached to a field they may later choose to study.
Reasoning/Inspiration/Follow Up
The goal of this project is to "bring home" the experience of a natural disaster by having students interview a friend or non-immediate family member as to their experience of a natural disaster. State and national science benchmarks outline this kind of experience as a meaningful experience that will enrich, inform, and motivate a student's study of natural disasters.
More information can be found: On this site
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