Lesson Plans – Earthquakes and Volcanoes
Unit Objectives:
E3.3A Explain how plate tectonics accounts for the features and processes (sea floor spreading, mid-ocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges) that occur on or near the Earth’s surface.
E3.4A Use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries
E3.2B Explain how scientist infer that the Earth has internal layers with discernible properties using patterns of primary (P) and secondary (S) seismic wave arrivals
E3.4B Describe how the sizes of earthquakes and volcanoes are measured or characterized.
E3.4C Describe the effects of earthquakes and volcanic eruptions on humans
E3.4d Explain how the chemical composition of magmas relates to place tectonics and affects the geometry, structure, and explosivity of volcanoes (not taught to mastery)
Bring your textbook today!
2 Dec: Collect funds for Blanket Activity
Classwork: Plate Tectonics Test.
Classwork/Homework: Read section 7.1 and take notes without using the RSG – due Friday
Vocab: Fault, fault plane, normal fault, reverse fault, strike-slip fault, stress, shear
3 Dec: Collect funds for Blanket Activity
Put up maps – with staples!!!! Tape takes the paint off of the walls!
Log: Fall Colors – last look: http://www.fs.fed.us/fallcolors/2014/index.shtml
Classwork: Complete viewing of these videos: “Greatest Discoveries” video, part 1 (7 min) and part 2 (10
Min - saved in my United Streaming acct) - With questions.
Classwork/Homework: Earthquake Plotting chart (labs, for Fri)
Vocab: Fault, fault plane, normal fault, reverse fault, strike-slip fault, stress
Due: The 7 analysis questions from the front of the lab we completed on Monday (last chance)
4 Dec: P and S wave lab – complete entire lab in class
Homework: Finish lab as needed for tomorrow.
Bring your textbook and RSG today!
5 Dec: PLC Day – Short Classes, also 8 th grade music students absent
Log: Compare your Earthquake graphing chart with the 4 people in your normal group. Summarize what you see, and be prepared to read that summary aloud.
Classwork: Using your notes on 7.1, complete the 7.1 RSG – don’t look at other people’s notes, and don’t use the book. This is a way to see if you are getting the important info out of the book and not taking too few or too many notes. Discuss types of faults and relate them to tectonic plate boundaries (my notes + Elmo).
Due: Notes on 7.1 – Earthquakes Plotting Map (collected from present students), P and S wave lab. (not collected)
Vocab: Fault, fault plane, normal fault, reverse fault, strike-slip fault, stress, shear

Unit Objectives:
E3.3A Explain how plate tectonics accounts for the features and processes (sea floor spreading, mid-ocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges) that occur on or near the Earth’s surface.
E3.4A Use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries
E3.2B Explain how scientist infer that the Earth has internal layers with discernible properties using patterns of primary (P) and secondary (S) seismic wave arrivals
E3.4B Describe how the sizes of earthquakes and volcanoes are measured or characterized.
E3.4C Describe the effects of earthquakes and volcanic eruptions on humans
E3.4d Explain how the chemical composition of magmas relates to place tectonics and affects the geometry, structure, and explosivity of volcanoes (not taught to mastery)
8 Dec: Log: 7.1 review from textbook, page 225, # 4-6 – Due Wed (just answer 1-2 in your head, they should be easy)
Classwork: Catch up with students who were absent last Wed and Fri, discuss the Density lab, especially questions 2 and 5. Complete the log and the 7.2 RSG in class. Many students will also need to complete 7.1RSG from last Friday, since they missed the direction to complete the work (all due on Wed of this week)
Homework for Wed: Finish the lab on P and S waves (portion that asks you to use your book, but you should already be done). Finish 7.1 and 7.2 RSG as needed.
Due: 7.1 Notes. 7 Questions from the front of the Density lab that were not graded last week due to Band and Testing events.
9 Dec: Log: Obtain and begin to read the “Earthquake Depths” lab (complete lab in class on Thurs)
Classwork: Discuss unit objectives. Go to computer lab 3 to begin the “P and S Wave Computer Lab
Exercise #1” (goes in ee section, due on Friday).
Homework: Complete parts “A” and “B” of the lab by Friday if you have not already done so.
10Dec: Log: “Seismic Gap Hypothesis” on the back of the “Earthquake Depths” lab handed out yesterday.
Classwork: Discuss the log question. Small groups go over 7.1 and 7.2 RSG. Discuss 7.1 Sec Rev as needed
– especially stress and shear (use “Earthquakes 2014-15 - my version.pptx” powerpoint to help with this review/discussion). Show key for P and S wave Lab/Slinky Demo.
Due: 7.1 and 7.2 RSG – go over these in small groups while I give credit for 7.1 Sec Rev., 3-6.
Classwork/Homework: View the PowerPoint that explains the lab for tomorrow. (“Earthquake Depths Lab
Directions and Examples” PowerPoint on my website’s home page)
Vocab: Seismic Gap, f ault, fault plane, normal fault, reverse fault, strike-slip fault, stress, shear
Collect slips and funds (if available) for Blanket Activity
11 Dec: Classwork: Start the Earthquake Depths lab as soon as you enter the room. Do not forget to make a hypothesis before starting, and please answer the questions as you go along.
Homework: Finish any remaining lab questions and the graph for class tomorrow.
Don’t forget to sign up for bringing a treat next Friday, if showing off your culinary skills is part of how you’d like to participate! The shortened link is http://tinyurl.com/oj2opdr (those are lower case O’s, not zeros)
12 Dec: Classwork: Go to computer lab 3 and complete the work on the “P and S Wave Computer Lab
Exercise #1”. In your spare time, play “Beat The Quake” http://www.dropcoverholdon.org/

Question to answer: Why does California have the “Beat The Quake” game? What is the meaning of Drop,
Cover, and Hold On?
Homework: Finish any part of the computer lab that you have not yet completed – by Monday
Due: Selected portions of the Earthquake Depths lab.
15 Dec: Log: Obtain and go over your Plate Tectonics Test (at long last). Please don’t wrinkle or hole punch the Apperson form, it has space for one more quiz. As is always the case, you may take it home to share with your parents, but I need you to bring it back in one piece!
Due: “P and S Wave Computer Lab Exercise #1”
Classwork: Go over the test. List which questions will appear in some form again on an upcoming quiz or the earthquake test. ______________________________
Classwork, Part 2: Discuss and give credit for “P and S Wave Computer Lab Exercise #1”. Go over the
Earthquake Depths lab and discuss its relationship to what was learned in the plate tectonics unit. also discuss the graph and the “best fit” line, meaning of slope of the graph.
Homework: “Obtaining Information From Maps” – e.e. – due tomorrow.
Collect slips and funds (if available) for Blanket Activity
16 Dec Log: Look at the transparency that is showing at the front of the room and explain why Parkfield has such a high probability of having an earthquake by 2018, while right next to it there can be a segment of very low probability. Use the terms stress, fault, fault plane, and shear in your answer.
Classwork: Discuss log and “Obtaining Information from Maps”. Finish watching “How the Earth was Made” video, part 1 and discuss related ppt.
Due: “Obtaining Information from Maps”
Vocab: fault plane, normal fault, reverse fault, strike-slip fault.
17 Dec: Log: Look at the website that is up on the screen. Using your knowledge of plate boundaries and earthquakes, predict the areas that are most likely to have subduction zones (use this site: http://www.ouramazingplanet.com/3114-world-earthquakes-map.html
)
Classwork: Go over log. Continue to discuss and go over the “Earthquakes 2014-15 - my version.pptx”
PowerPoint.
Classwork/Homework: Complete “Ready to Rumble” (labs) in class and as homework. Due tomorrow.
Vocab:
18 Dec: Log: You have a strike-slip fault, a normal fault and a reverse fault, which one(s) should have the deepest earthquakes? The shallowest? Explain your answer – be sure to use the words subduction, fault plane, strike slip, normal and reverse in your answer.
Classwork: Discuss log summaries. Check in/discuss “Ready to Rumble”. Complete “Earthquakes –
Structure of the Earth – P Waves and S Waves” as a small/large group.
Vocab: Normal Line, refraction, reflection, electromagnetic waves, focus
19 Dec: Blanket-Making and Animal Shelter Toy-Making Charity Activity

Unit Objectives:
E3.3A Explain how plate tectonics accounts for the features and processes (sea floor spreading, mid-ocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges) that occur on or near the Earth’s surface.
E3.4A Use the distribution of quakes and volcanoes to locate/determine the types of plate boundaries
E3.2B Explain how scientists infer that the Earth has internal layers with discernible properties using patterns of primary (P) and secondary (S) seismic wave arrivals
E3.4B Describe how the sizes of earthquakes and volcanoes are measured or characterized.
E3.4C Describe the effects of earthquakes and volcanic eruptions on humans
E3.4d Explain how the chemical composition of magmas relates to place tectonics and affects the geometry, structure, and explosivity of volcanoes (not taught to mastery)
5 Jan 2015: Log: Look at the swirling image on the screen and decide what it is that you are seeing. How might this image, which is taken from the ISS, relate to plate tectonics and earthquakes?
Classwork: Video – Earthquakes, by Bill Nye – 3 Parts to working with this 23 minute video:
1.
Explain how we generate steam or use the wind or water to run turbines that spin generators that then generate electricity. Relate this to the seismometers that make the seismographs that are recordings of earthquake shaking, as seen in the video.
2.
Complete and discuss worksheet with video.
3.
After video, go over the answers in small groups, and then have a whole class discussion about on questions 12-14 about the shaking and the energy in the Richter Scale. We will do more with the Moment
Magnitude Scale later.
Vocab: Richter Scale, Turbine, Generator, Seismometer, Speaker, Microphone
6 Jan 2015: Log: USGS P and S Wave Activity (on back of plans).
Classwork: Day 1 of 2: Read Bryson’s “The Fire Below” and answer the associated questions about
Earthquakes.
Homework: Use your book to write comparison of the Richter Scale and Moment Magnitude Scale for earthquakes. Pages 235 and 237-238 in your text will be helpful.
7 Jan: Meet in Lab 3, Room 227
Classwork: Begin “Earthquakes, The Richter Scale, and General Safety.” – Look at what’s due today! Also, there are a couple of ways to do the work, and it may be easiest to use a concept map.
Due today: Questions 1-3 on “Earthquakes, The Richter Scale, and General Safety.” (e.e.)
Classwork/Homework: P. 235 “Earthquake Energy” – be sure to answer the FOUR questions at the bottom of the page! – due tomorrow.
Vocab: Moment Magnitude Scale, Richter Scale
8 Jan: “Cold Day”
9 Jan Log: Discuss wind chill and the changes that were made by the NWS to its calculation in Nov 2001.
Many adults are not aware that there was a change, and the new scale changes reading to much lower numbers than when we were children. Use this site: http://www.crh.noaa.gov/ddc/?n=windchill
Classwork: Discuss log. Complete Bryson Article “Fire Below”– read in class, answer related questions. If not done at the end of the hour, you need to take a packet home and complete the work. Bryson questions are due tomorrow.
Due: P. 235 “Earthquake Energy” – be sure to have the 4 questions answered! (e.e.)
Homework: Begin 7.2 – Read page 226 “When Earth Shakes” – also answer “Explore” ques on page 226.
(e.e., due tomorrow)
Vocab: Moment Magnitude Scale, Wind Chill
12 Jan: Log: Go over the “Explore” questions (page 226) and the questions on P. 235
“Earthquake Energy,” from 6 and 9 Jan.

Classwork: Epicenter Location Lab Lab about locating the focus and epicenter of a quake. Skip question #3 on the end of the lab.
Add these ANALYSIS questions to the end of the lab, on separate paper:
1.
Did you know where the earthquake’s epicenter was after mapping the radius around one city? Why or why not?
2.
Could you have made a better determination of where the earthquake’s epicenter was after mapping the radius around two cities? Why or why not?
3.
After mapping the radius around three cities, how sure are you that you have located the earthquake’s epicenter?
4.
How does including more information help you to gain a better understanding of what is happening?
5.
What are some possible causes for inaccuracy in your triangulation? How could you eliminate or minimize these?
6.
Where is the focus in relationship to the epicenter in this lab?
7.
Is the focus likely to be a small point, or a much larger zone? Explain your answer.
Classwork/Homework: 7.2 Review on page 234 (due tomorrow). Take Bryson Packets home as needed.
13 Jan: Log: SciShow on YouTube – Can We Predict Earthquakes?
( http://youtu.be/gFB-qpiKccs ). Jot down notes as he speaks, then summarize what is said about whether or not we can predict earthquakes.
Classwork, part 1: Discuss log.
Go over epicenter location lab data – students need to ensure their data is correct and then complete/update the 9 lab questions for tomorrow. Add discussion of evidence from seismic waves that show P and S shadows on the Earth and how this information has helped scientists to determine the nature of the Earth’s interior. Finish going over “Earth’s Structure and Plate Tectonics” (Class set) and “Earthquakes – Structure of the Earth – P Waves and S Waves” (e.e.), especially questions 5-7.
Classwork, part 2: Help with binders to prep for the quiz on Thursday
Due: 7.2 Review on page 234 (move to tomorrow)
Homework: Finish Bryson article/questions as needed. Complete “Types of Faults Review” (T/Q) on the back of these plans – for tomorrow.
14 Jan: Log: 1. If P waves travel at 5 km/s and S waves travel at 2.5 km/s, how much time would you have between the earthquake and the arrival of P waves if you were 100 km from the epicenter?
2. Based on #1, how long would it take for the S waves to get to your location?
3. What is the lag time between the arrival of the P and S waves?
Classwork: Discuss log.
Go over epicenter location lab questions. Watch the 12 minute video from PBS:
NOVA Earthquakes in the Midwest and answer/discuss the related questions
( http://www.pbs.org/wgbh/nova/earth/earthquakes-midwest.html
) Help with “Types of Faults Review”
(T/Q). Discuss Bryson Article and questions (e.e.).
Discuss 7.2 Review.
Homework: Finish getting ready for the quiz.
Due: 7.2 Review on page 234
Vocab: seismic waves, epicenter, waves carry energy through a medium, P waves, S waves, New Madrid
Fault, shear, tension, compression
15 Jan: Log: Complete the front of the sheet you picked up on the way in “Math Support – comparing amounts of energy released by earthquakes” (skip the back for now)
Classwork: Discuss the Log question.
Quiz – use binders on quiz, and I will check binders during quiz.
Homework: “Solomon Islands Quake” – read and summarize. Use your textbook if you do not remember the
4 spheres of the earth – you were supposed to learn them a long time ago. (for Tuesday, Jan 27th)
16 Jan 2015 – Lab 3, Room 227 – PLC DAY
Classwork: Finish the “Earthquakes, The Richter Scale, and General Safety.” (e.e.)

20 Jan: Classwork: Video: NOVA: Strip the City – San Francisco, with worksheet – first 25 minutes, with discussion. Formative Assessment #2 – complete in class.
Homework: “Earthquake Information” – front only, due tomorrow.
21 Jan: Log: Go over “Earthquake Information” with your groups of 4
Classwork: Finish & discuss video: NOVA: Strip the City – San Francisco, with worksheet. Finish “Earthquakes in the Midwest” as needed.
Homework: Complete the back of “Earthquake Information” sheet (e.e.). Please note that the “pie” shows the formula for d = r x t , but all of the letters are capital letters and they need to be lower case! Due tomorrow.
22 Jan 2015 Log: Complete back of the “Math Support” sheet from 15 Jan and discuss it in your groups of 4
Classwork: Check in and go over “Earthquakes, The Richter Scale, and General Safety” (Check-in moved to
Monday, go over on Tuesday) Watch the videos for the Great California Shake Out – with worksheet.
1st video is: “Preparedness Now” video that is found at multiple sites: http://www.shakeout.org/california/resources/videos.html
or http://www.youtube.com/watch?v=w9NtvuiVmw8 work quite well.
2 nd Video is 7:26 min and is called “"Earthquake Science". It’s located below the 1 st video on the same page.
3 rd video to watch : http://gallery.usgs.gov/videos/360
4 th video: Watch selected video from Japan tsunami of 2011 – this link 1 st : https://www.youtube.com/watch?v=OdhfV-8dbCE and then parts of this link: http://www.youtube.com/watch?v=eeLlySDmjuw&NR=1&feature=endscreen
Due: “Earthquakes, The Richter Scale, and General Safety” (move to Monday, when we will be in the computer lab)
Homework: Read the article below and explain what a tsunami is and how it is different than a large ocean wave.
Vocab : Tsunami, ShakeOut, New Madrid fault, lateral fault, pass, ground current.
April 06, 2011|Jay Alabaster, Associated Press http://articles.boston.com/2011-04-06/news/29389325_1_tsunami-sea-walls-leak-of-radioactive-water
In this March 31, 2011 photo, A centuriesold… (AP Photo/Vincent Yu)
Modern sea walls failed to protect coastal towns from Japan’s destructive tsunami last month. But in the hamlet of Aneyoshi, a single centuries-old tablet saved the day.
“High dwellings are the peace and harmony of our descendants,’’ the stone slab reads. “Remember the calamity of the great tsunamis. Do not build any homes below this point.’’
It was advice the dozen or so households of
Aneyoshi heeded, and their homes emerged unscathed from a disaster that flattened low-lying communities elsewhere and killed thousands along
Japan’s northeastern shore.
Hundreds of such markers dot the coastline, some more than 600 years old. Collectively they form a crude warning system for Japan, whose long coasts along major fault lines have made it a repeated target of earthquakes and tsunamis over the centuries.

26 Jan: Lab #3 – Room 227
Log/Classwork, Part 1: Visit USGS site ( http://earthquake.usgs.gov/earthquakes/map/ ) for past 7 days of quakes info and summarize what you see in the 48 continental states. Do this ( IN NOTES SECTION ) first:
1.
Click on the “gear” for the settings – upper right-hand corner of the screen.
2.
Click the buttons so that the following items are “on”
A.
“7 Days, Magnitude 4.5+ Worldwide
B.
“Magnitude”
C.
“Newest First”
D.
“Only List Earthquakes Shown on Map”
E.
“Grayscale”
F.
“Plate Boundaries”, “US Faults”, “US Hazard”
G.
“UTC”
3.
Click on the gear (settings) button again to make the menu go away so you can see the map properly.
4.
Click on the earthquake icons and look at the bottom left side of your screen to see the depth and strength of the quakes. Describe what you see and note any patterns you see.
5.
Go back to step 2-3 and change it to “7 Days, All Magnitudes Worldwide”
6.
Do step 4 again. Describe what you see and note any patterns you see.
7.
If you didn’t notice it, go click on the dots in the mid-ocean ridges and then on the area where you know there is a subduction zone. Describe what you see and note any patterns you see.
Classwork, Part 2 : Complete “Earthquake Activity” (e.e.) by using the website on the page or the site you used in part 1 of today’s lesson plan. If you get to the
Volcanoes and Earthquakes game at the end of the page ( http://www.quia.com/rr/7497.html
), there are a couple of questions that I won’t use in class, especially the one about hanging walls in a fault. Hints
– another name for one type of surface waves is “L waves” which is short for “Love Waves.” Also, a lateral fault is another name for a strike-slip fault.
Classwork, if time permits : Complete “Exploring Google Earth” if you have time (it’s the start of our
“Volcanoes” lessons and will be done in class on the 3 rd .)
Due: “Earthquakes, The Richter Scale, and General Safety” – Moved from the prior class period.
Classwork/Homework: Continue P and S wave calculations – complete “Shake and Quake.” for Wed – it’s on the back of “Obtaining Information From Maps” (e.e.) that you got some time ago.
27 Jan: 1 st hour, 8 th graders to West Gym for CHS presentation. Some may attend SHS in LMC or
FHS in Rais's room (208). YOU WILL GO TO YOUR HOME SCHOOL, NOT THE HS FOR A
PARTICULAR PROGRAM YOU HOPE TO GET INTO (they take care of it after you are admitted).
Catch-up day, items to discuss, finish or go over as needed:
A.
Items 4, 6, 7 from yesterday.
B.
“Earthquake Activity” from yesterday
C.
Any incomplete work from the tsunami and California Shake Out videos last week – finish and discuss the worksheet
D.
Go over “Earthquakes, The Richter Scale, and General Safety
E.
“Solomon Islands Quake” – discuss sphere interactions, relate to item “C” above
F.
Answers to “Earthquake Formula Pie” page, on back of “Earthquake Information” graph.
In your groups of 4, each of you will explain how you got your answer to a question on the back of “Earthquake Information” until all 6 of the questions have been answered.
G.
Help with “Shake and Quake” – yesterday’s homework.
H.
Finish “Earthquakes in the Midwest” in 3 rd and 4 th hours
( http://www.pbs.org/wgbh/nova/earth/earthquakes-midwest.html
)
Classwork/Homework: Finish “Shake and Quake” for tomorrow.

28 Jan: YBTC is today after school, and Enviro Club is next Tues, 3 Feb.
Log: What are the average speeds of P and S waves? Which materials can a P wave travel through that an S wave can’t? Make a data chart to support your answer.
Classwork, Part 1: Go over log. Check in and go over “Shake and Quake” while students complete both sides of “Tsunami Hits Solomons” /“Analyzing Graphs” (about P and S waves – last thing we will do, so try to do “Analyzing Graphs” as a test review that you complete on your own to see if you are ready!)
Classwork, Part 2: Use this site (from the Epicenter Lab EC) to talk about seismometers and the epicenter lab
EC: http://www.sciencecourseware.org/eec/Earthquake/ . For more on waves, begin to answer
Earthquakes Review ppt, and these sites: http://www.geology.wisc.edu/courses/g115/quake/waves.html
(wave explanation) and http://phys.org/news/2013-02-deep-roots-catastrophe-partly-molten.html
(use of waves to determine interior structure of earth).
Due: “Shake and Quake”
Homework: Write a paragraph to describe how you would complete a set of problems like the ones in the chart on “Shake and Quake”. Anything you didn’t finish today (due tomorrow)
29 Jan: Log: Watch the security camera video of the Barbados earthquake starting. Indicate when you can see the P waves and S waves arriving in the video by the types of shaking that you can see.
Classwork, part 1: Talk about yesterday’s homework. Watch 4 minute video while I check in “Analyzing
Graphs”: Wired Science 8: High Tech Quake Survival
( https://www.youtube.com/watch?v=lI1M8o0BHPc&x-yt-ts=1421782837&x-yt-cl=84359240#t=54 ) Here’s a picture of a special building designed to be isolated from quakes (resilient design): http://inhabitat.com/resilient-design-is-resilience-the-new-sustainability/shake-table-test-e1336500618995/
Classwork, part 2: Go over
“Tsunami Hits Solomons” /“Analyzing Graphs”
Exit Poll (hand this in): Use the
“Shake and Quake” and “Earthquake Information” sheets to summarize what you know about P and S waves. Be sure to use the proper terms in your summary.
30 Jan: Log: Why do so many media outlets use the Richter Scale if the Moment Magnitude Scale is better at describing earthquakes? Explain what is better about the Moment Magnitude Scale (2 things).
Classwork, part 1: Discuss answers to log question and yesterday’s exit poll. Go over last week’s quiz.
Classwork, part 2: Read the CLASS SET article that describes how seismic trucks work (Why did they come through Livonia 3 years ago?). In your notes, complete the “Challenge and Extension” questions on the back of this CLASS SET. Discuss in small groups.
VOLCANOES – COMPLETE THESE OBJECTIVES:
E3.4 Earthquakes and Volcanoes
Plate motions result in potentially catastrophic events (earthquakes, volcanoes, tsunamis, mass wasting) that affect humanity. The intensity of volcanic eruptions is controlled by the chemistry and properties of the magma. Earthquakes are the result of abrupt movements of the Earth. They generate energy in the form of body and surface waves.
E3.4A Use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries.
E3.4B Describe how the sizes of earthquakes and volcanoes are measured or characterized.
E3.4C Describe the effects of earthquakes and volcanic eruptions on humans.
Put your books and workbooks away, you won’t need them for this unit
2-3 Feb 2015 No School – snow day (3 rd most snow on record in this area since the 1880’s)
4 FEB: Mr. C will be absent for a day of learning about NGSS at the Detroit Zoo. Mrs.
Alles will teach today.
Log:
“3 Kinds of Volcanoes” on the front of your volcano packet. Be sure to add the name “stratovolcano” to the correct volcano! (5 minutes)
Classwork, Part 1: Discuss log answers and which type of volcano is also called a “stratovolcano”. (2 minutes). Obtain “Volcano” packet (e.e.) and put page numbers in the packet on the bottom RHS of the packet, also put your name and other info on it!!!
Classwork, Part 2 (moved from 5 Feb): Read “Top 5 Ways a Volcano Can Kill You” on pages 6-7 of the packet. Use the space in the margins to note impact on the 4 spheres and on humans. Decide which “way” is the worst (due Friday – 15-20 minutes)

Classwork/Homework: Read pages 2-3 of the packet (Krakatoa – 20-25 minutes). Complete the following activities:
1.
take notes in the margin and/or highlight the “good stuff”
2.
underline the vocab words in the article
3.
In your notes section, indicate what effects the volcano had on humans
4.
In your notes section, create 3 good questions about the article (“big idea” questions) – use the log section of your binder – due tomorrow.
Vocab: Volcano, magma, lava, pyroclastic flow, shield volcano, composite volcano (stratovolcano), cinder cone, caldera.
5 Feb 2015 Log: Discuss the Krakatoa Article/notes. Quiz each other with your 3 questions about Krakatoa.
Classwork, part 1 (moved from 4 Feb): Watch
Bill Nye “Volcanoes” video, questions are on the back of the
Bill Nye “Earthquakes” video (e.e.). Go over the answers at the end of the video.
Due: Krakatoa Article/notes from yesterday
Vocab: What we decide from the Krakatoa article._________________________________________
6 Feb 2013 PLC Day. Meet in Lab 3, room 227
Classwork: Complete “Supervolcano” on pages 10-11 of your packet. (due Monday)
Due: “Top 5 Ways a Volcano Can Kill You”
Vocab: Supervolcano, pyroclastic flow, tsunami, lahar, landslide, gas.
Homework: “Crater?Caldera?” on page 8 of the packet for Monday
9 Feb Log: Groups of 4, go over your answers to “Crater?Caldera?”
Classwork: Begin to read “Dangerous Beauty” and answer questions on pages 20-21 of the packet)
Homework: Look ahead and work on something, or work on pages 4-5 of your packet!
Due: “Crater?Caldera?”
Vocab: Supervolcano, crater, caldera, superplumes, continental plume (we now know of at least 60 of these, but Yellowstone appears to be BY FAR the largest).
10 Feb: Meet in Lab 1, Room 310
Classwork: Work alone or in small groups that I assign to complete “How Big are Volcanic Explosions?” on page 23 of your packet. Note, question #9 is NOT crossed out, but number 8 is crossed out. (due tomorrow)
For questions #2 and #4, you should already have some idea of the difference in explosivity of subduction zone quakes like Mt. St. Helens and hot spot quakes like Kilauea. Look at where they are in the world and on the chart and you should be able to predict what they type they will be.
Classwork/Homework: “Some Go ‘Pop,’ Some Do Not” pages 15-18 of packet – due 13 Feb.
Vocab: cataclysmic, paroxysmal, Ma, colossal
11 Feb Log:
Color “Volcanoes in the United States” on page 19 of the packet and answer the questions
Classwork: Discuss log. Discuss “How Big are Volcanic Explosions?” Watch video – page 13 of packet –
“Volcano” from the science collection
Homework: “How do the profiles of different volcanoes vary?” – page 14 of the packet - due tomorrow
Due: “How Big are Volcanic Explosions?”
12 Feb Log: In groups of 4, go over “How do the profiles of different volcanoes vary?”
Classwork: Finish reading “Dangerous Beauty” and answer questions on pages 20-21 of the packet)
Homework: Read “Volcanic Explosivity” and answer the questions for tomorrow (e.e – is not in packet!).
Due: “How do the profiles of different volcanoes vary?”
13 Feb: Log: In your groups of 4, discuss the results of “Some Go ‘Pop,’ Some Do Not” while I give credit for the work. Also discuss “Volcanic Explosivity” from last night

Classwork: Discuss log as needed. Use the data chart below to log info about volcanic explosivity and its relationship to the viscosity, temp, and dissolved gases in magma, with special attention to SiO
2
. Use this
USGS info to talk about Hawaii lava flow: http://hvo.wr.usgs.gov/maps/ Lava image for right now on Hawaii: http://hvo.wr.usgs.gov/maps/uploads/image-177.jpg
VIEW the following graph to determine which rocks have the lowest and highest amounts of Silica (Si) in them and start to relate it to the continental crust vs. oceanic crust (we’ll complete the chart together).
Note 1: Andesite is named after the Andes Mountains that are found on continental crust in South America (Info taken from http://www.geology.sdsu.edu/how_volcanoes_work/Controls.html
)
Note 2: The three main controlling factors on explosivity -- viscosity, temperature, and the amount of dissolved
gases in the magma.
SiO
2
CONTENT
MAGMA TYPE
VOLCANIC
ROCK
MOST COMMON
LOCATION OF THIS ROCK
TYPE (OCEAN OR
CONTINENT)
COMMENTS
What is SiO
2
called? __________
_________
~50% Mafic Basalt
~60% Intermediate Andesite
~65% Felsic (low Si) Dacite
~70% Felsic (high Si) Rhyolite
Due: “Some Go ‘Pop,’ Some Do Not”
Vocab: Silica content, shield volcano, mafic, felsic, viscosity. Also, in a sense, viscosity is the inverse of fluidity – another new vocab word .
Homework: “Reinforcing Key Concepts” on page 22 of the packet (due tomorrow) and “Label the Volcano” on page
14 of the packet (due “tomorrow”)
13 FEB HOMEWORK REMINDER: “VOLCANOES COMPUTER LAB ASSIGNMENT” THAT WAS
ASSIGNED ON 3 FEB IS DUE NEXT WED.
14-17 Feb – Mid-Winter Break. (Teachers are in school on 17 Feb for PD.)
18 Feb: Log:
“Volcanic Eruptions” on page 9 of the packet
Classwork: Discuss log .
Also discuss “Reinforcing Key Concepts” which was yesterday’s homework
Due: “Label the Volcano”, “Reinforcing Key Concepts”.
Volcanoes Computer lab Assignment is due
(Assigned on 3 Feb)
Homework:
Vocab:
The last page of the packet - due tomorrow
Crater, side vent, ash cloud, magma chamber, crust, lava, conduit
19 Feb: Due: Last page of the packet. (and we are done!)
POSTPONED FROM 2-3 Jan due to snow days:
Classwork, part 1: Peer editing of the “Exit poll” summaries that you wrote about P and S waves on 29-30 Jan.
Items to look for – check them off as you edit your partner’s paper:
□ earthquake
□ body waves
□
□ longitudinal drawing can only go through solids
□ s-p lag time = p wave arrival time
□ speed of S waves
□ speed of P waves
□ transverse/longitudinal
□ transverse drawing
□
□
□
□ can go through solids and liquids stress refraction seismometer

□ energy vs. direction of wave (parallel or perpendicular)
□ __________________________________
□ Add today: surface waves
Classwork, part 2: Add a paragraph for surface waves
□
□
□
Add today: most damaging
Add today: similar to water waves
Add today: slowest waves
Classwork/Homework: On a fresh sheet of paper, make and prepare to share 3 story problems and a 3-line, 4column data chart like the chart on “Shake and Quake”. (Due Fri, 20 Feb, put answers on back of your sheet of paper, or where they can’t be seen by students viewing the questions, the paper itself goes with “Shake and
Quake in the e.e. section of your binder)
20 (2) Feb: PLC Day
Log: While I give you credit for your “Shake-and-Quake-style” story problems from 19 Feb, use them in your groups to quiz each other. Swap the papers so that each person has somebody else’s paper, then make a data chart and then answer the questions on a sheet of your own paper, indicating whose data chart you have copied/questions you have answered. Discuss the results.
Help each other as needed!
Classwork: Review – PREP THIS REVIEW
Due: “Shake-and-Quake-style” story problems from 19 Feb.
23 (3) Feb: MEET IN LAB 3, Room 227
Classwork, part 1: Finish “Exploring Google Earth” (e.e.), on the back of “Earthquake Activity” from last week.
Classwork, Part 2: In your test/quiz section, answer “Earthquakes Review” ppt, questions in my outbox.
(will also be posted on my website). Add questions for Volcanoes.
Homework: Finish your Earthquake Review ppt, go over the “Plate Tectonics Test” questions I will use again
(question numbers: ____________________________), as well as those used again from “Earthquakes Quiz
#1” (#31, 33, 34, 37, 38, 40)
Classwork: “How the Earth was Made” – Part 2 and 3, with discussion – link: http://documentariesplus.blogspot.com/2011/02/how-earth-was-made.html
Vocab: Stromatolite, protoplanet, cataclysm
Classwork: “How the Earth was Made” – Part 2, with discussion – end at roughly 45 minute mark
Vocab/details: Rift, volcanism, banded iron formations (BIF – like northern Michigan).
Rodinia (1.0 Ga = 1.0 bya), snowball earth (700 Ma = 700 mya or .7 Ga ago – it ended 630 Ma ago when Rodinia broke apart). Cambrian explosion of life, ozone layer as UV shield 400 Ma ago, removal of iron from the oceans – oceans turn blue, removal of CO
2
from the atmosphere – replaced by oxygen – sky turns blue, formation of an oxygen atmosphere, coprolite

23 Jan 2013 Classwork: “How the Earth was Made” – Part 3, with discussion – and PowerPoint presentation.
Homework: Finish the Earthquake graphing chart for next week.
Vocab: TBD http://www.sandatlas.org/rock-types/ - use it to redirect kids who ask me things like "which type of rock is this cool one I found?"
4 Mar 2013: 8 th grade Explore Testing, 7 th grade other activities – 40 minute classes
DON’T FORGET TO BRING YOUR TEXTBOOK AND RSG TO CLASS
Classwork: Earthquakes – end of unit quiz.
Homework: Complete 8.2 RSG for tomorrow.
5 Mar 2013: 8 th grade Explore Testing, 7 th grade other activities – 25 minute classes
Log: Students work in groups of 3-4 to share answers to Section 8.2 RSG, then use text and RSG as needed to write a summary of each of the 3 main types of volcanoes (characteristics of each type and the locations of where they are most likely to be found – mention relationship of the volcanoes to tectonic plates for each type of volcano in the summary!) Read and answer the questions on
“Three Kinds of Volcanoes” (in packet) to help you with these summaries as well (be sure to add
“stratovolcano” to the correct volcano)
Classwork: Discuss 8.2 RSG and log question. Hand out and begin Volcano Packet.
Homework: Read and summarize (4 sentences MAXIMUM) “Krakatoa: The Blast Heard ‘Round the
World”
Due: 8.2 RSG
6 Mar 2013: Meet in Lab 7! Also - Locker Cleanout!
Log: While the computers are booting up, use your notes to answer 1-3 and 5 on page 269 (8.2
Review)
Classwork: Discuss log and Krakatoa article summaries. Complete “Volcanoes Computer Lab
Assignment”
Homework: Use the lab to EXPLAIN the relationship of silica content to explosivity of volcanoes.
Also, decide whether granitic crust or basaltic crust will have more silica in it and EXPLAIN your reasoning.

Vocab: Active, extinct, dormant, silica, composite volcano (stratovolcano), cinder cone
7 Mar 2013: Log: Discuss your answers to last night’s homework (in your groups of 3-4)
Classwork:
Classwork/Homework Read “Top 5 Ways Volcanoes Can Kill You” and create 2-column notes with the title of each section in the column on the left side and notes in the column on the right side – at least 2 details per way they can kill you – due tomorrow.
Due:
Vocab: Lahar, Pyroclastic Flow, Tsunami, Landslide, Cataclysmic
8 Mar 2013: Mr. C Absent, also many 7 th and 8 th graders absent for choir event
PLC Day – Short Classes
Log: Go back and draw a picture to represent each term in your two-column notes for “Top 5 Ways
. . .” assignment. Be sure to label each picture! (8-10 Minutes)
Classwork: (5-10 minutes) In your groups of 4, share your pictures and discuss your notes for “Top
5 Ways Volcanoes Can Kill You” – then turn in your assignment. (10 Min) Complete “Crater?
Caldera?/Volcanic Eruptions” Go over answers at end of class – use projector (5 min).
Due: 2 Column notes for “Top 5 Ways Volcanoes Can Kill You” – immediately after creating drawings for log question.
Homework: RSG on 8.3
Vocab: Crater, caldera, silica, volcanic gases
11 Mar 2013: Log: While the laptops are booting up, use 8.3 in your RSG and the book to answer 1-3 and 6 on page 278 (8.3 Review)
Classwork: Discuss log. Complete “Supervolcano! Webquest” (e.e.). If time: Watch 3 min video –
“What Are The Odds of A Supervolcano Explosion?”
Homework: Finish “Supervolcano! Webquest” if you are not done by the end of class. – due tomorrow
Vocab: Mantle plume (hotspot), supervolcano, crater, VEI, ash
12 Mar 2013: Mr. C at MACAT Selection – all day – CHS
Log: “Label The Volcano!” – in packet
Classwork: Go over log answers. Collect “Supervolcano! Webquest.” Watch “Volcano” 23 min video from the LMC. Answer questions on movie sheet in your packet. Go over the answers to the video worksheet before the end of class.
Due: “Supervolcano! Webquest”
Homework: “How do the profiles of different volcanoes vary?” Be sure to add the label “composite volcano” in the right spot! – complete this work for tomorrow.
Vocab:
13 Mar 2013: Mr. C in accreditation training – Lathrup Village
Log: Look at the projector to check your answers for “How do the profiles of different volcanoes vary?”
Classwork: Complete lab: “Some Go ‘Pop,’ Some Do Not”. Define “viscosity” in your notes.
Due: “How do the profiles of different volcanoes vary?”
Classwork/Homework: “Volcanoes in the United States” – due at the start of the next class period.
Vocab: Viscosity

14 Mar 2013: No School - 1-4 and 5:30 to 8:30 PM - Conferences
15 Mar 2013: Log: Watch the minute or so of the “Thin Lava Video” and explain where such a video might have been made and what sort of silica content and gases would be present in such a volcano.
Classwork/Homework: Discuss “Volcanoes in the United States.” Read “Dangerous Beauty” and answer the associated questions. Finish for homework, as needed.
Due: “Volcanoes in the United States”
18 Mar 2013: Log: While laptops boot up, complete “8.3 Reinforcing Key Concepts” (review)
Classwork: Go over log. Complete and discuss “How Big Are Volcanic Eruptions?” - Be sure to define cataclysmic and paroxysmal.
Due: “Dangerous Beauty” questions.
Classwork/Homework: “8.2 Challenge and Extension” (review)
19 Mar 2013: Log: What is the relationship between continental and oceanic crust, silica content, and the typical locations of shield and composite volcanoes?
Due: “8.2 Challenge and Extension”
Classwork: “Volcanoes Jeopardy” review for test
20 Mar 2013: Mr. C absent for training on new curriculum (At Central Office)
Log:
Classwork: Create a Large (11x17) Venn that details the similarities and differences, characteristics, locations, drawings – with shape, silica content, examples, size, severity/explosivity, how they can kill you, etc. of the 3 main types of volcanoes (Try to do this w/o your data charts! Use one color for the stuff you remembered, another for the stuff you had to look up – will help you decide what to study next week)
Due:
Vocab:
Plans end here for now
Mar 2013: Log: Why can’t you have a lahar on a dry composite volcano like Krakatoa? What would it take to get a lahar on such a mountain?
Classwork: Show Lahar Video (2 Min) – discuss log. Show Pyroclastic flow videos and Mt. St Helens videos (4 min + 2min).
Due:
Classwork:
Vocab:
Mar 2013: Log:
Classwork:

Due:
Homework:
Vocab:
Classwork: Watch the movie “Dante’s Peak” in class, answer related questions and discuss errors and misconceptions in movie. Use laptops to access the materials on misconceptions and accuracies (in my outbox). Take “test” on Dante’s material (not for credit, just to check for understanding prior to test).
Classwork: Discuss pre-video ques, related objectives. Watch “Heavy Metals” video (my copy) and answer video questions (e.e.). Discuss video as we go along – add vocab and nuclear power info. Vocab: Smelting,
Malleable, Ductile.
Log: What is the difference in purity between uranium for nuclear power and uranium for nuclear weapons? Can yellowcake (uranium ore) and nuclear fuel pellets be handled without killing you?
Classwork: Finish Watching Heavy Metals video and discussing related questions as we go along. Vocab:
Yellowcake, Alloys, Semiconductor, NIMBY, others TBD.
Log: Post-Video Question: What were the main ideas of the video and how do they relate to our curriculum?
Classwork: Create “Cootie Catchers” for our vocab words: Shield Volcano, Cinder Cone, Composite
Volcano, Pyroclastic Flow, Fumarole, Geyser, Smelting, Caldera. Put a picture-related question in the box and another question on the lines in the middle of the catcher. Quiz one-another.
31 Jan: Volcano test. Begin Geologic Time.