Walled Lake Consolidated Schools
Lesson Planner for Technology-Enhanced Lesson
Date created: December 15, 2009
Teacher’s Name: Pam Shoemaker
Grade Level: middle school, 6th grade?
Subject Area: Earth Science
Unit Title: The Changing Earth
Title of Lesson: Predicting the Next Big Earthquake
Approximate time required to complete lesson: 2 class periods
Computer Applications that that will be used: PowerPoint, Google Earth
(optional), Internet Browser. Note: GIS software will not be used for this lesson.
Michigan Grade Level Content Expectations
Expectation
Description
Scientific Inquiry Based on empirical evidence, explain and critique the
E1.1g
reasoning used to draw a scientific conclusion or
explanation.
Plate Tectonics
Demonstrate how major geological events
E.SE.06.52
(earthquakes, volcanic eruptions, mountain building)
result from lithospheric plate motions.
Use the distribution of earthquakes and volcanoes to locate and
Earthquakes &
determine the types of plate boundaries.
Volcanoes
E3.4A
Describe how the sizes of earthquakes and volcanoes are
Earthquakes &
measured or characterized.
Volcanoes
E3.4B
Lesson Abstract:
Students examine earthquake distributions, monitor current earthquake activity,
and try to predict where the next big earthquake will occur on Earth. Online
learning activities are available from the website (see link above). Students
present their prediction and rationale in the form of a short oral presentation with
some sort of visual.
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Goal(s):
Students will:
1. Understand that the risk of earthquakes striking is greater in locations close
to plate boundaries.
2. Understand that the largest earthquakes happen at convergent plate
boundaries.
3. Interpret data to make scientific predictions.
Guiding Question(s):
Where on Earth do most of the really big earthquakes strike? Where on Earth will
the next big earthquake occur?
Resources/Related Web Sites:
1. Earth Exploration Toolbook – Investigating Earthquakes with ArcExplorer GIS:
http://serc.carleton.edu/eet/earthquakes2/index.html
2. Eathquakes over the last seven days:
http://earthquake.usgs.gov/earthquakes/recenteqsww/Quakes/quakes_all.php
3. Google Earth Recent Earthquakes.
http://earthquake.usgs.gov/earthquakes/catalogs/eqs7day-age.kmz
4. IRIS website: http://www.iris.edu/seismon/
Activities/Procedures:
1. Review the terms convergent and divergent boundaries. Use this 4 minute
DiscoveryStreaming video clip to help, if desired. Types of Boundaries.
Discovery Education. 2004. Discovery Education.
http://streaming.discoveryeducation.com
2. Go to the USGS web site, “Latest Earthquakes in the World: the last seven
days.”
http://earthquake.usgs.gov/earthquakes/recenteqsww/Quakes/quakes_all.php
Questions: 1) What is the magnitude of the most recent recorded earthquake?
2) How many earthquakes were recorded for the last seven days? 3) Of those
earthquakes, how many were of a magnitude 7.0 or greater?
3. If available, visit recent earthquake locations using Google Earth.
http://earthquake.usgs.gov/earthquakes/catalogs/eqs7day-age.kmz
4. Go to Incorporated Research Institutions for Seismology (IRIS) Seismic
Monitor: http://www.iris.edu/seismon/ . Click on the map to zoom to specific
regions. Click on individual earthquakes to see lists of others nearby.
Question: Where are earthquakes concentrated?
5. As a class, look at the PowerPoint to make sense of the maps. What
information does each slide provide about earthquakes? Have students used
colored pencils/markers/crayons to identify convergent, divergent, and strikeslip plates on the USGS Plate Tectonics map.
6. Ask students to create a top ten hit list, a list of ten places that could be
predicted to experience a significant earthquake sometime in the future. Which
places are “overdue for an earthquake?
7. Ask students to select one location from their top ten list that the team predicts
will be the next big one (over 7.0 in magnitude). Could be a contest…. In
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addition to selecting the most likely location, they need to explain what factors
influence earthquake prediction.
Important Vocabulary:
Convergent, divergent, earthquake, plates, plate tectonics, predict, seismology,
magnitude
Ideas for Differentiation:
Pictures, videos, and maps are all included in this lesson. Having available
many forms of media should help students of all ability levels gain experiences
and understanding as they learn about earthquake prediction.
Other optional web resources can be used:
 Scholastic Weather Watch:
http://teacher.scholastic.com/activities/wwatch/earthquakes/
 Anatomy of an Earthquake:
http://teacher.scholastic.com/activities/science/earthquake_interactives.h
tm
 National Geographic Eye in the Sky:
http://www.nationalgeographic.com/eye/earthquakes/earthquakesintro.ht
ml
 Teachers Domain Earthquake Prediction (you do not need to register for
an account):
http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.japan/
 CBC News – Earthquakes; deadly movements of the earth’s crust:
http://www.cbc.ca/technology/story/2009/06/23/f-earthquakes-forcesnature.html
Evaluation: Explain how you will assess, attach/link rubric if available.
Students are proficient if they select a location near convergent plates and are able
to back up their reasoning with the factors influencing their prediction. Grading for
this activity should be quick and easy. Assign points based on quality if desired.
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