Teacher: Dianne Durst
Date: 7-19-2011
Subject: Language/Literacy
Time: 45 Minutes
Grade: 6
Plan approved by:
Behavioral Objective(S):
SWBAT
* Define/describe: earthquakes, faults, aftershocks, seismographs and Richter Scale
*Describe what happens to the earths plates during an earthquake
*Identify what types of bridges can hold the most weight during an earthquake
*Design/test their own bridge to see how much weight it can hold during an earthquake
*Hypostasize about what motions during an earthquake cause objects, such as bridges, to fall
Pennsylvania State Academic Standard(S):
3.2.6.B1: Explain how changes in motion require a force.
3.2.6.B2: Describe energy as a property of objects associated with heat, light, electricity,
magnetism, mechanical motion, and sound. Differentiate between potential and kinetic energy
3.4.6.C1: Recognize that requirements for a design include such factors as the desired elements
and features of a product or system or the limits that are placed on the design
3.4.6.C2: Show how models are used to communicate and test design ideas and processes.
Materials and/or Equipment:
Earthquakes by Seymour Simon
Models of Suspension/Cable Stayed Bridges
Model Earthquake simulator
Weights of varying weight
Bucket
Rope
Modifications for Individual Differences:
N/A
Activities and Procedures:
Anticipatory Set:
Ask the students: “What is an earthquake?” “What happens to buildings, bridges, etc.
during an earthquake?”
Lesson Sequence:
1. Ask the students: “What is an earthquake?” “What happens to buildings, bridges, etc.
during an earthquake?”
2. Read Earthquakes by Seymour Simon
3. Explain: “We are going to test different types of bridges today to see which bridges can
hold the most weight during an earthquake.”
4. The students will walk around the room and inspect the bridges closure. They will
hypothesize what types of bridges will be able to hold the most weight, and why. Writing
their hypothesis down in their journals.
5. Have a student place a bridge in the middle of the earthquake simulator, securing it.
Have another student tie a rope around the middle of the bridge with a bucket tied to it.
Have several students take turns adding weights while shaking the earthquake simulator.
6. Once the bridge starts to break stop adding weights. Have a group of students remove the
bucket from the bridge and take the bucket and weights over to the weigh station.
7. Weigh the buckets and weight. Document the type of bridge/weight of the bucket and
weights.
8. Repeat steps 4-7 until all bridges have been tested.
9. Ask: “What bridge was able to hold the most weight? Why?”
10. Ask: “Do you think that you could design a bridge that could hold more weight?”
11. Explain: “You will be broken into groups. You will be given 4 class periods to discuss,
design and create your own bridge. We will test your bridges to see how much weight
they can withstand in an earthquake, using the same materials that we have used here. If
your bridge holds the most weight you will win a prize.”
12. Break students into group of 4. Allow students to discuss their bridge projects, the types
of materials they will use, etc.
Closure:
I will ask the class to define earthquakes, faults, aftershocks, seismographs and Richter
Scale. Describe what happens to the earths plates during an earthquake. Identify what types of
bridges can hold the most weight during an earthquake
Evaluation:
When asked the closing questions the students should be able to define earthquakes,
faults, aftershocks, seismographs and Richter Scale. Describe what happens to the earths plates
during an earthquake. Identify what types of bridges can hold the most weight during an
earthquake
Assignments:
As a group work together to design a bring that can withstand an earthquake when weights are
added.
Student Teacher Reflections:
Cooperating Teacher Reflection:
Reference:
Camille S. (2001-2002). What types of Bridge Supports More Weight in an Earthquake.
Accessed 7/18/2011 from: http://www.selah.k12.wa.us/SOAR/SciProj2002/CarmelleS.html