volcanoes and earthquakes integrated unit

Unit developed and produced by Marina Nicolouleas & Esther de Witte-Vural 2010

Volcanoes and Earthquakes

Year Level 8, VELS Level 5

 

Rationale and Unit Outline

This is an integrated unit of Humanities, Science and ICT, using the VELS level 5 standards as learning outcomes. During this unit students will investigate topics including, how the Earth is constantly changing and has changed over millions of years, that the Earth’s outer layer is made up of moving pieces, what earthquakes and volcanoes are, how they work and where they will most likely occur. Students will examine the impacts of volcanoes and earthquakes on human activities and their impacts on the changing Earth.

1


What’s in the Earth?

◊

◊

Activities

VOLCANOES AND EARTHQUAKES UNIT OUTLINE

VELS Key

Learning

Outcomes

Assessment Strategies

Teacher presents the following link on an interactive whiteboard:

The Early Earth and Plate Tectonics http://www.youtube.com/watch?v=QDqskltCixA

Introduction: Class discussion on you-tube link and geological processes of Earth - what do students know? Include: layers of

Earth, Earth formation, natural disasters, continents etc. Class concept map on board.

SC 1

SC 2

SC 5

SC 7

ICT 1

ICT 7

C 2

TP 1

Formative: Participation in class discussions, building Earth’s layers model, Earth’s layers labeled diagram in workbook, Science

Worksheet 14.2

◊

Earth’s layers: Students build a model of the Earth’s layers

(showing thickest and thinnest layers) using modeling clay or plasticine. Students cut their model in half to see the different layers of Earth. Students draw, label and explain the different layers of the Earth in their workbooks, and name the plates of the

Earth’s crust (students refer to their models and textbook, this activity is based on question 7 S293).

◊ Earth’s inner temperature: Students answer question 8 S293, which involves analyzing the table of the Earth’s depths and correlating temperatures, and plotting these figures on graph paper or a spreadsheet, then answering questions a-d.

Our continent – Gondwana

◊ Teacher presents the following link on an interactive whiteboard:

Our Changing Planet, Geological Continental Drift (Geography

Change) in 400 Million Years http://www.youtube.com/watch?v=hSdlQ8x7cuk

Resources

*Find coding for S,H,SW and HW below the table

S 292/3

S 322/3

S 320/1

‘What’s the time?’ SW 14.2

Interactive whiteboard, PC’s and Internet connection http://www.youtube.com/watch?v=QDqskltCi xA http://www.youtube.com/watch?v=hSdlQ8x7 cuk

2


◊ Students complete ‘What’s the time?’ Science Worksheet 14.2.

This involves completing the time scale by inserting the listed events into the correct table cell. Students are provided with clues and can use the Internet or their textbooks for further information.

Plate tectonics

◊ Recap previous lesson (class game, who remembers…?)

◊ Introduction: Using the links in the resources, the teacher explains the difference between divergent, convergent and transform plates using the interactive whiteboard.

◊

Students work in pairs completing the Plate Jigsaw worksheet.

Involves tectonic plate jigsaw cut and assemble activity and completing the assessment of convergent, divergent and transform boundaries in the table.

Volcanoes

◊ Introduction to volcanoes: class discussion and KWL.

◊ Practical: “Make a volcano” (worksheet 1.44). Students work in pairs and use plasticine to make a model of a volcano and the area surrounding it. Then they use labels to name and describe the different parts of their model. Refer to Assessment Rubric.

◊ Class discussion on what students learned. Students complete

KWL.

H 1

H 2

H 3

HLF 1

PPSL 1

CC 1

SC 1

SC 2

SC 6

SC 7

C 1

C 2

PPSL 1

CC 1

Formative: Participation in jigsaw group work and contribution to tasks on the worksheet e.g. filling out the table.

Formative: Participation in class discussion and

KWL

Summative:

Volcano model with labels and descriptions

S 324/5& 326/7

H 214/5

Tectonic Plates HW 2.45

Class atlases http://www.cotf.edu/ete/modules/msese/ear thsysflr/plates1.html http://pubs.usgs.gov/gip/dynamic/Vigil.html

S 294/5

“Make a volcano” SW 1.44

Volcano Model – Assessment Rubric

3


Earthquakes

◊ Introduction to Earthquakes: class discussion and class concept map.

◊ Practical “What is a seismograph?” (Page 329): Students work in pairs to build a seismograph. This is followed by a class discussion about the results in the practical.

◊ Science report writing: Individual write up of scientific report based on the practical, which includes answers to questions 1-4 on page 329 and 331. Refer to Science Report Assessment Rubric.

◊

ICT: The following activity can be completed as a class on the interactive whiteboard or individually on computers. Students visit the website listed in the resources. Students observe the different effects of an earthquake on different building conditions. As students combine different conditions and observe the effects on the building, they complete the Earthquake

Simulation worksheet.

Volcanoes/Earthquakes Web Research Project

◊ Introduction to research project: student will work in pairs and have to choose to do a project on EITHER volcanoes OR earthquakes.

◊ Students choose their project and pair up.

◊ Students receive the appropriate worksheet and assessment criteria. They get started on the internet.

H 1

H 2

H 3

H 4

HLF1

ICT 1

ICT 2

ICT 3

ICT 4

SC 1

SC 2

SC 3

SC 4

ICT 7

ICT 9

C 1

C 2

TP 2

PPSL 1

CC 1

Formative: participation in class discussions and completion of

Earthquake Simulation worksheet

Summative:

“What is a seismograph?” Science

Report

S 328-331 http://tlc.discovery.com/convergence/quakes

/interactives/makeaquake.html

Earthquake Simulation worksheet

Science Report “What is a Seismograph?” –

Assessment Rubric

Interactive whiteboard, PC’s and Internet connection

Formative:

Hands on participation in completing the tasks on the worksheet.

Positive contribution to the group work. Staying on track with the outlined tasks.

Famous Volcanoes Worksheet

Living with Earthquakes Worksheet

Famous Volcanoes Presentation – Assessment

Rubric

Living with Earthquakes Presentation –

Assessment Rubric

4


◊

◊

Teacher keeps students on track, makes sure they follow the outlined steps in the correct order and scaffolds where appropriate.

Famous Volcanoes/Living with Earthquakes Presentations

◊

ICT: Students use the internet and appropriate search engines to find information. They process and present this information using

Scribble Maps and one of the following tools: Google Site,

PowerPoint, Photo Story or a document created in Publisher.

They use email to communicate with the teacher.

Students will do a 7-minute presentation on either a famous volcano or an earthquake in pairs. The presentation medium consists of one of the following: Google Site, PowerPoint, Photo

Story or a document created in Publisher.

H 4

HLF 1

ICT 3

ICT 7

ICT 8

C 2

C 3

PPSL 1

CC 1

ICT 6

ICT 7

ICT 8

C 1

C 2

TP 1

PPSL 1

CC 1

H 1

H 2

H 3

Formative:

Students who are not presenting are actively listening and respecting those who are.

Summative:

Presentation of research project.

PC’s, Internet connection, PowerPoint, Photo

Story and Publisher software.

Famous Volcanoes Presentation – Assessment

Rubric

Living with Earthquakes Presentation – Rubric

PC’s, Internet connection, PowerPoint, Photo

Story and Publisher software.

*S=Page in Science Alive 5 textbook, H=Page in Humanities Alive 2 textbook, SW= Worksheet from Science Alive Teacher’s Resource, HW=

Worksheet from Humanties Alive Teacher’s Resource

5


Learning Focus and Outcomes

The Volcanoes and Earthquake unit content has been prepared to permit students to achieve the Victorian Essential Learning Standards (VELS) for Level 5. The key elements listed in the below link focus on the three strands; Discipline-based

Learning, Physical, Personal and Social Learning, and Interdisciplinary Learning

(based on VELS documents developed by the Victorian Curriculum and Assessment

Authority).

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Strand


Discipline-Based

Learning

Discipline-Based

Learning

Domain

Science

Science

VOLCANOES AND EARTHQUAKES - VELS LEVEL 5

Dimension

Science knowledge and understanding

Science at Work

Key Learning Outcomes

SC 1. Use time scales to explain the changing Earth and its place in space.

SC 2. Use physical and theoretical models to investigate geological processes.

SC 3. Make systematic observations and interpret recorded data appropriately, according to the aims of the study.

SC 4. Use appropriate diagrams and symbols when reporting on investigations.

SC 5. Make and use models and images from computer software to interpret and explain observations.

SC 6. Work effectively in a group to use science ideas to make models of devices.

SC 7. Identify, analyse and ask questions in relation to scientific ideas or issues of interest.

Discipline-Based

Learning

Humanities

Discipline-Based

Learning

Humanities

Geographic Knowledge and Understanding

Geospatial Skills

H1. Students demonstrate knowledge and understanding of characteristics of regions of Australia and those surrounding it: Asia, the Pacific and Antarctica.

HLF 1. Extend knowledge and understanding of physical phenomena (including natural hazards) and of the physical processes that produce them.

H2. Collect geographical information from electronic and print media.

H3. Analyse, evaluate and present geographical information, using a range of forms including satellite images and atlas maps.

H4. Identify and gather geographical information from fieldwork, and organise, process and communicate it using a range of forms.

7


Interdisciplinary

Learning

ICT ICT for Communicating ICT 1.Students select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches.

ICT 2. Students judge the integrity of the located information based on its credibility, accuracy, reliability and comprehensiveness.

ICT 3. Students share their ideas through their blog, website or other public forums, which are correctly formatted, comply with ICT conventions and demonstrate an awareness of the characteristics that contribute to products meeting their purpose.

Interdisciplinary

Learning

ICT ICT for Creating ICT 4. Students organize their email mail box into a logical structure and maintain it. They evaluate the merits of contemporary communication tools, taking into account their security, ease of use, speed of communication and impact on individuals.

ICT 5. Students independently use the operating system to manage their desktop workspace. They organise their folders logically, appropriately name and locate files for sharing with others and apply techniques to facilitate the easy handling of large files.

ICT 6. Students independently apply a range of processing skills, functions and equipment to solve problems and create products, which contain minimal functional, typographical, formatting, and readability errors.

ICT 7. Students use ICT in a safe, efficient and effective manner.

8


Interdisciplinary

Learning

Interdisciplinary

Learning

Interdisciplinary

Learning

Interdisciplinary

Learning

Physical, Personal and

Social Learning

ICT

Communication

Communication

Thinking processes

Interpersonal

Development

ICT for Visual Thinking ICT 8. Students select and apply ICT tools and editing functions that support the filtering, classifying, representing, describing and organising of concepts, issues and ideas.

ICT 9. Students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving.

Listening, viewing and responding

Presenting

Reasoning, processing and inquiring

Working in

Teams

C 1. Use specialised language and symbols as appropriate to the contexts in which they are working.

C 2. Consider their own and others’ points of view, apply prior knowledge to new situations, challenge assumptions and justify their own interpretations.

C 3. Use the communication conventions, forms and language appropriate to the subject to convey a clear message across a range of presentation forms to meet the needs of the context, purpose and audience.

TP 1. Use a range of question types, and locate and select relevant information from varied sources when undertaking investigations.

TP 2. Complete activities focusing on problem-solving and decision-making that involve an increasing number of variables and solutions.

PPSL 1. Accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic time frame.

9


Physical, Personal and

Social Learning

Civics and

Citizenship

Community

Engagement

CC 1. Use democratic processes when working in groups on class and community issues.

10


Activities

The worksheets for most activities in this unit are included in the links below:

TECTONIC PLATES JIGSAW WORKSHEET.docx

EARTHQUAKE SIMULATION WORKSHEET.docx

FAMOUS VOLCANOES WORKSHEET.docx

LIVING WITH EARTHQUAKES WORKSHEET.docx

11


TECTONIC PLATES JIGSAW WORKSHEET

Before you get started, make sure you have an atlas and the tectonic plates jigsaw pieces. Follow the steps in the right order and work on this task in pairs.

Step 1: Cut the jigsaw pieces out neatly – be careful not to cut your fingers!

Step 2: Open your atlas and find a world map.

Step 3: Assemble the jigsaw, using the world map in your atlas for help.

Step 4: Highlight all divergent boundaries ORANGE , highlight all convergent boundaries PINK and highlight all transform boundaries GREEN .

Step 5: Complete the table below, using your assembled jigsaw with highlighted boundaries.

PLATE NAME PLATE IT PULLS

AWAY FROM

(DIVERGENT

BOUNDARY)

PLATE IT PUSHES

AGAINST

(CONVERGENT

BOUNDARY)

PLATE IT SLIDES

PAST (TRANSFORM

BOUNDARY)

Step 6: Hand this completed worksheet in to your teacher.

12


EARTHQUAKE SIMULATION WORKSHEET

Ground

(Stable, Fault, Loose, or

Coast)

Prevention

(Reinforced material,

Anchored foundation, Base isolation or Pile foundation)

Magnitude

(Tremor, Quake or

Superquake)

Results

(What happened to the building?)

Name: ____________________

Summary of Aftermath

13


FAMOUS VOLCANOES WORKSHEET

There have been many memorable volcanic eruptions in the past. Even today volcanic eruptions heavily impact on communities living close to these volcanoes. For this activity you will do research on the internet about famous volcanoes and why people live close to volcanoes, design a ‘famous volcano scribble map’ and prepare a presentation on your favourite famous volcano.

Work in pairs to complete this worksheet. Read the instructions carefully and follow the steps in correct order.

Step 1: Visit this http://vulcan.wr.usgs.gov/LivingWith/PlusSide/framework.html

website and do a Google search to find out why people live close to volcanoes and what the plus sides of volcanoes are.

Step 2: Search the web and find 7 famous volcanoes. Use the listed websites, Wikipedia and the Google search engine to find your information.

www.famousvolcanoes.net

http://scienceray.com/earth-sciences/geology/famous-volcanoes/

http://www.buzzle.com/articles/world-famous-volcanoes.html

http://www.popcrunch.com/10-biggest-volcanic-eruptions-in-history/

http://www.uwgb.edu/dutchs/platetec/topten.htm

Find out the following information about your 10 famous volcanoes:

-

Location

-

Facts about eruption(s)

Reason for fame

Step 3: Go to scribble maps ( www.scribblemaps.com

) and complete the following:

Add markers on the map using numbers 1-10.

-

Add the name of your volcano to the Title field

-

In the Description field, use 2 headings to add the information you found for the

facts about eruption andreason for fame.

Save your scribble map and send the link and password of your map to the teacher via email.

To learn how to use scribble maps click ‘video tutorial’ on the main page of the scribble maps website.

Step 4: Choose 1 famous volcano to investigate further using advanced search options to specify your search.

Step 5: Present your favourite famous volcano to the class in a 7-minute presentation. You can present your information using Google Site, PowerPoint, Photo Story or Publisher. Make sure you include the following in your presentation:

-

Why people live close to volcanoes and the plus sides to volcanoes

Your scribble map

A description of your favourite famous volcano, including its location, facts about its eruptions and its reason for fame. Also include why you chose to investigate this volcano and what you find interesting about it.

14


LIVING WITH EARTHQUAKES WORKSHEET

Earthquakes continue to have a major impact on communities affected by them. Sometimes it’s only a scare in the middle of the night while other times whole cities are destroyed in a matter of seconds. You may have heard of the devastating earthquake earlier this year in

Haiti or the ‘surprise’ earthquake in New-Zealand recently. For this activity you will do research on the internet about living in an earthquake area, design a ‘major earthquake areas scribble map’ and prepare a presentation on a major earthquake.

Work in pairs to complete this worksheet. Read the instructions carefully and follow the steps in correct order.

Step 1: Visit the http://www.urbansurvivalstories.com/category.php?catID=1 website and do a Google search to find stories of people who survived a major earthquake.

Step 2: Search the web and find 7 active earthquake regions. Use the listed websites,

Wikipedia and the Google search engine to find your information.

http://www.uwgb.edu/dutchs/platetec/topten.htm

http://en.wikipedia.org/wiki/List_of_tectonic_plates

http://www.wisegeek.com/what-were-the-10-largest-earthquakes.htm

http://www.windows2universe.org/earth/geology/quake_2.html

http://earthquake.usgs.gov/earthquakes/world/historical_mag.php

http://earthquake.usgs.gov/earthquakes/recenteqsww/

Find out the following information about your 10 earthquake areas:

-

Location.

-

Facts about earthquakes in the area (including frequency, magnitude on the Richter

scale, impact – e.g. damage costs and casualties).

Most devastating earthquake in the area.

Step 3: Go to scribble maps ( www.scribblemaps.com

) and complete the following:

-

Add markers on the map using numbers 1-10.

-

Add the name of your volcano to the Title field.

In the Description field, use 2 headings to add the information you found for the

facts about earthquake area and most devastating earthquake in the area.

Save your scribble map and send the link and password of your map to the teacher via email.

To learn how to use scribble maps click ‘video tutorial’ on the main page of the scribble maps website.

Step 4: Choose 1 earthquake to investigate further using advanced search options to specify your search.

Step 5: Present your earthquake to the class in a 7-minute presentation. You can present your information using Google Site, PowerPoint, Photo Story or Publisher. Make sure you include the following in your presentation:

-

One authentic story of someone who survived the earthquake.

Your scribble map.

A description of the earthquake you chose, including frequency, magnitude on the

Richter scale and impact – e.g. damage costs and casualties. Also include why you chose to investigate this earthquake and what you find interesting about it.

15


Assessment

The assessment for this unit consists of a combination of formative and summative assessment. The formative assessments include: participation in class discussions and group activities, notes in workbooks, completion of worksheets and any other activities completed in the classroom. There are three summative assessment tasks, which include making volcano model, a report on ‘What is a seismograph?’ practical, and an Earthquake or Volcano presentation. The criteria of the summative assessment tasks are directly related to the key learning outcomes that are based on

VELS standards level 5 for the Science, Humanities and ICT domains.

The rubrics for these summative assessment tasks are included in the links below:

VOLCANO MODEL - ASSESSMENT RUBRIC.docx

SCIENCE REPORT “WHAT’S A SEISMOGRAPH” – ASSESSMENT RUBRIC.docx

FAMOUS VOLCANOES PRESENTATION - ASSESSMENT RUBRIC.docx

LIVING WITH EARTHQUAKES PRESENTATION - ASSESSMENT RUBRIC.docx

16


Student/s: ___________________

VOLCANO MODEL – ASSESSMENT RUBRIC

MARK COMMENTS CRITERIA

Modelled, labelled and described

 The layers in the

Earth’s crust

 The magma chamber leading to a central vent and some side vents

 Clouds of dust and ash



The layers formed around the outside of the crater



Lava and the path it will most likely follow



Vegetation that has been affected by the eruption.



A nearby township, safety features described



Extra features that show how a volcano erupts and its effects.

 Include at least one ‘W’ from KWL.

COMMENTS:

___ /3

___ /3

___ /3

___ /3

___ /3

___ /3

___ /3

___ /2

___ /2

MARK: ___ /25

17


Student/s: ___________________

VOLCANO MODEL – ASSESSMENT RUBRIC

MARK COMMENTS CRITERIA

Modelled, labelled and described

 The layers in the

Earth’s crust

 The magma chamber leading to a central vent and some side vents

 Clouds of dust and ash



The layers formed around the outside of the crater



Lava and the path it will most likely follow



Vegetation that has been affected by the eruption.



A nearby township, safety features described



Extra features that show how a volcano erupts and its effects.

 Include at least one ‘W’ from KWL.

COMMENTS:

___ /3

___ /3

___ /3

___ /3

___ /3

___ /3

___ /3

___ /2

___ /2

MARK: ___ /25

18


CRITERION

Clear explanation of why people live close to volcanoes and what the plus sides of volcanoes are.

Volcanoes accurately located on a scribble map.

Facts about volcano’s eruption.

Description of volcano’s reason for fame.

Presentation format - Google Site,

PowerPoint, Photo Story or Publisher.

Presentation skills.

Explanation of choice for this volcano.

COMMENTS:

Student/s: _________________________

FAMOUS VOLCANOES PRESENTATION - ASSESSMENT RUBRIC

MARK

___ /10

___ / 5

___ / 5

___ /10

___ /10

___ / 5

___ / 5

COMMENTS

MARK: ___ / 50

19


Student/s: __________________________

LIVING WITH EARTHQUAKES PRESENTATION - ASSESSMENT RUBRIC

CRITERION

Clear introduction of living with volcanoes through an authentic story of an earthquake survivor.

Earthquake areas accurately located on a scribble map.

Facts about earthquakes including frequency, magnitude and impact.

Presentation format - Google Site,

PowerPoint, Photo Story or Publisher.

Presentation skills.

Explanation of choice for this earthquake.

COMMENTS:

MARK

___ /10

___ / 5

___ /10

___ /15

___ / 5

___ / 5

COMMENTS

MARK: ___ / 50

20


Resources

Bedson, C & Lamont, J 2006, Humanities Alive Level 5 Teacher Support Kit: for

Victorian Essential Learning Standards, John Wiley & Sons Australia, Ltd, Milton, Qld.

Nardelli, D 2006, Science Alive Level 5 Teacher Support Kit: for Victorian Essential

Learning Standards, John Wiley & Sons Australia, Ltd, Milton, Qld.

Available in both text and cd-rom format .

Nardelli, D 2006, Science Alive Level 5: for Victorian Essential Learning Standards,

John Wiley & Sons Australia, Ltd, Milton, Qld.

Chapter 13 - The Changing Earth & Chapter 14 - Geological Processes.

Easton, M, Saldais, M, Lamont, J & Noorden, P van 2006, Humanities Alive 2: for

Victorian Essential Learning Standards, John Wiley & Sons Australia, Ltd, Milton, Qld.

Chapter 8 - Volcanoes and Earthquakes.

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volcanoes and earthquakes integrated unit

Volcanoes and Earthquakes

Year Level 8, VELS Level 5

Rationale and Unit Outline

Learning Focus and Outcomes

Activities

TECTONIC PLATES JIGSAW WORKSHEET

EARTHQUAKE SIMULATION WORKSHEET

FAMOUS VOLCANOES WORKSHEET

LIVING WITH EARTHQUAKES WORKSHEET

Assessment

Resources

Related documents

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volcanoes and earthquakes integrated unit

Volcanoes and Earthquakes

Year Level 8, VELS Level 5

Rationale and Unit Outline

Learning Focus and Outcomes

Activities

TECTONIC PLATES JIGSAW WORKSHEET

EARTHQUAKE SIMULATION WORKSHEET

FAMOUS VOLCANOES WORKSHEET

LIVING WITH EARTHQUAKES WORKSHEET

Assessment

Resources

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