STEM in a Box – Shakin’ Up The Classroom
Topic: Earth Science for grades K-3
Build prior knowledge for students:
Students should know that our earth is constantly changing. They should review or discuss the crust, mantle, outer core, and inner core layers of the earth.
The earth’s crust is broken into sections called plates and these plates float on the mantle of the earth like rafts but they move very slowly. This theory is called tectonic plates. The speed at which the plates move is about the speed at which your fingernails grow. Show students how two desks fit next to each other and then move them rapidly to demonstrate a fault. Show a picture of a fault and explain this is where two parts of the Earth sometimes rub against each other like the desks and cause an earthquake. An earthquake happens when there is a movement of tectonic plates against each other and this sudden release of energy causes shaking of the earth’s crust. A normal fault is described as when the pulling apart tension causes the crust to drop down. A reverse or thrust fault is when the forces cause the crust to move up.
Demonstrate a normal and reverse fault with the Styrofoam model.
Snaidauf, Saint Xavier University STEM Center, Summer 2013

STEM in a Box – Shakin’ Up The Classroom
Standards
Science:
2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.[Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]
2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly. Earthquakes happen quickly, forming the Grand Canyon happens very, very slowly – so slow that we cannot observe it happening]
K-PS2-2 .Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
•Analyze data from tests of an object or tool to determine if a design solution works as intended.
Engineering, Technology and Applications of Science:
K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
K-2-ETS1-1 .Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2.
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
Crosscutting concepts: Influence of Engineering, Technology, and Science on Society and the Natural World
•Developing and using technology has impacts on the natural world. (2-ESS2-1)
Mathematics:
CCSS.Math.Content.K.G.B.5
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
Common Core State Standards Connections:
CCSS.ELA-Literacy.SL.2.5
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
CCSS.ELA-Literacy.W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Snaidauf, Saint Xavier University STEM Center, Summer 2013

STEM in a Box – Shakin’ Up The Classroom
Resources:
Background information for the teacher:
 http://earthquake.usgs.gov/learn/topics/plate_tectonics/rift_man.php
 http://education.nationalgeographic.com/education/media/earthquakes-101/?ar_a=1
 http://sciencenetlinks.com/tools/earthquakes/
Information for students:
 http://earthquake.usgs.gov/learn/kids/
 http://www.thetech.org/exhibits/online/quakes/inside/
 http://wonderopolis.org/wonder/what-is-an-earthquake/
 http://www.edumedia-sciences.com/en/n59-internal-geologic-processes
Essential Question(s): (STEM related + relevant to the Real World)
Can you build a structure that can withstand an earthquake with a 1.0 g force?
Why would scientists use technology and a model of an earthquake simulation to construct buildings?
Predictions:
Build a model for an earthquake simulation and use the science you have learned to solve a design challenge to answer the essential question. Do you think you can make a building that can stay strong during an earthquake? How can you design the building? Record your predictions with a teachers help.
Research Plan:
To measure the effects of an earthquake on various types of building structures. Test each structure by placing it on the shakeboard. Build a structure and test how the building holds up in an earthquake that has at least a 1g force and lasts for 10 seconds. We can compare it to our peers. Record what happens like a real scientist and see if our design of the structure holds up in an earthquake. Keep a record and make notes about the data collected after 4 trials.
Technology : iPad loaded with Sparkvue app, spreadsheet software, and internet access
Snaidauf, Saint Xavier University STEM Center, Summer 2013

STEM in a Box – Shakin’ Up The Classroom
Observation & Data:
Tell me about it. What did you see? What do you think about what you observed? Create a spreadsheet that lists the materials to be tested in column A, and the force in column B. All groups made structures to withstand an earthquake. Compare the different designs. How do you know which one was a better design for an earthquake? Let’s do it again. Can you make the design better? How? How does the iPad helps us determine how much force the earthquake has?
How does technology help us? Let’s draw something to remember this experiment. Let’s record it by writing about it.
Final Product:
Select an option:

Make a Voki: http://voki.com/ and answer how a model can help you solve a problem.

Create a PowerPoint presentation of your experiment and findings.

Create a video of your experiment and results.

Take digital photos of your experiment and use an iPad app (note taking or story making) to tell of your experimental process and results.

Plan another way to share this information with others and get approval from your teacher before proceeding.
Proof of Understanding:
Final product shows an understanding of earthquakes, the earth’s crust, and how we can design structures to withstand earthquakes. The final product illustrates a practical knowledge of the scientific method, of observable data, and data analysis to draw conclusions. The teacher may wish to create a rubric to assess students’ understanding.
Snaidauf, Saint Xavier University STEM Center, Summer 2013

STEM in a Box – Shakin’ Up The Classroom
Song Rubric or demonstration rubric example:
 Write song or commercial to help teach the concept of earthquakes. Be sure to include definitions and key concepts in your song.
Creativity
1-Minimal
Little creativity demonstrated.
2-Some
Some creativity demonstrated.
None included. 1-2 included.
3-Strong
A great deal of creativity demonstrated.
3-4 included. Definitions
Key Concepts None included. At least one included.
Performance No performance.
Unwilling performance.
2 included.
Willing performance.
4-Excellent
Awesome!
Super creative!
More than four included.
More than 2 included.
Fun to watch and engaging.
Future Plans/Extensions :
What does an engineer do? How can engineers help keep people safe from earthquakes?
What is an effective emergency plan for when an earthquake hits?
What does a seismograph do?
What are the P&S Waves? Can you build a model of what they do?
 Consider other materials that people think may provide protection from an earthquake and test these materials. Study the effects of an earthquake through various types of structures and materials. How about legos or tinker toys? Bases?

Drop to the ground, get under a heavy desk, table, door frame or sit next to a bearing wall, cover your eyes and head with your arms and hold on until the shaking stops. This can save your life.
Materials :

Various building materials

A shakeboard

Ruler

Computer/iPad with Sparkvue App

Internet access

Spreadsheet software
NOTES:
Snaidauf, Saint Xavier University STEM Center, Summer 2013