SOUTH CAROLINA SUPPORT SYSTEM INSTRUCTIONAL PLANNING GUIDE
Content Area:
Eighth Grade Science
Recommended Days of Instruction: 1
(for this lesson only; NOT for this indicator)
(one day equals 55 min)
Standard(s) addressed: 8-3
The student will demonstrate an understanding of materials that determine the structure of Earth and the processes that have
altered this structure. (Earth Science)
Earth’s Structure and Processes
Indicator
8-3.8: Explain
how earthquakes
result from forces
inside Earth.
Recommended Resources
SC Science Standards Support
Guide Resource List
https://www.ed.sc.gov/apps/cso/
standards/supdocs_k8.cfm
Suggested Instructional Strategies
See Science Module 8-3.8
SC ETV Streamline
http://etv.streamlinesc.org
“The Science of Earthquakes”
(4:20)
http://player.discoveryeducation.
com/index.cfm?guidAssetId=F93
BA407-8234-4E2E-83F773257F0D86F6&blnFromSearch=
1&productcode=US
“Fault lines and Earthquakes”
(3:02)
http://player.discoveryeducation.
com/index.cfm?guidAssetId=B67
7B8A7-6439-4F16-91645DB0B76C25E6
August 2010
Science S3 Eighth Grade Module 8-3.8
1
Assessment Guidelines
From the South
Carolina Science
Support Documents:
The objective of this
indicator is to explain
how earthquakes result
from forces inside Earth;
therefore, the primary
focus of assessment
should be to construct a
cause-and-effect model
that shows how internal
forces along a fault can
cause an earthquake.
However, appropriate
assessments should also
require students to
compare the focus or
epicenter of an
earthquake in terms of
location and energy.
Additional Resources:
Earthquake Summary Posters
http://earthquake.usgs.gov/eart
hquakes/eqarchives/poster/byreg
ion.php)
Geological and Mining
Engineering and Sciences
http://www.geo.mtu.edu/UPSeis/
index.html
Models of Earthquakes and
Faults
http://earthquakes.usgs.gov/lear
n/animations/
How Earthquakes Happen
http://pubs.usgs.gov/gip/earthq1
/how.html
“Locating an Earthquake
Epicenter”
http://scearthquakes.cofc.edu/ed
ucators/toolkits/SCEQs.pdf
Seismograph data for South
Carolina or other areas of
North America
http://earthquakes.usgs.gov/eart
hquakes/helicorders.php
August 2010
Science S3 Eighth Grade Module 8-3.8
2
USGS Seismic Data page
http://earthquake.usgs.gov/
The IRIS (Incorporated
Research Institution for
Seismology) Consortium
http://www.iris.edu
USGS Seismic Information for
Children
http://earthquake.usgs.gov/learn
/kids/
The Geologic Society of
America
http://www.geosociety.org/
Geology and Earth Science
http://www.geology.com
National Park Service
http://www.nps.gov/brca/forteac
hers/geodetective.htm
August 2010
Science S3 Eighth Grade Module 8-3.8
3
Eighth Grade
Science Module
8-3.8
Earth’s Structures and
Processes
Lesson A
Standard 8-3: The student will demonstrate an understanding of
materials that determine the structure of Earth and the processes that
have altered this structure. (Earth Science)
Indicator 8-3.8: Explain how earthquakes result from forces inside
Earth.
Other indicators addressed:
Indicator 8-1.7: Use appropriate safety procedures when conducting
investigations.
August 2010
Science S3 Eighth Grade Module 8-3.8
4
From the South Carolina Science Support Documents:
Indicator 8-3.8: Explain how earthquakes result from forces inside Earth.
Taxonomy level:
Understand Conceptual Knowledge (2.7-B)
Previous/future knowledge: Students were introduced to earthquakes in 3rd
grade (3-3.8). Further study on the effects of earthquakes continued in 5th grade
(5-3.1). The explanation of earthquakes as related to internal forces within Earth is
new to this grade.
It is essential for students to know that the forces and stresses (8-3.7– tension,
compression, and shearing) along faults can build up as blocks of rock are pushed
(compression or shearing) or pulled apart (tension). If the pressure or stress
becomes too great, the rock breaks at a weak point along the fault and energy is
released.
 The energy spreads outward in all directions as vibrations called seismic
waves.
 The focus of the earthquake is the point in the crust, or mantle, where
energy is released.
 The epicenter is the point on Earth’s surface directly above the focus; energy
that reaches the surface is greatest at this point.
It is not essential for students to explain the magnitude or intensity of an
earthquake; factors that affect the amount of damage done by an earthquake are
also not necessary at this time.
Assessment Guidelines:
The objective of this indicator is to explain how earthquakes result from forces
inside Earth; therefore, the primary focus of assessment should be to construct a
cause-and-effect model that shows how internal forces along a fault can cause an
earthquake. However, appropriate assessments should also require students to
compare the focus or epicenter of an earthquake in terms of location and energy.
August 2010
Science S3 Eighth Grade Module 8-3.8
5
Teaching Indicator 8-3.8: Lesson A –“Earthquakes from Internal Forces”
Instructional Considerations:
This lesson is an example of how a teacher might address the intent of this
indicator. The STC kit Catastrophic Events provides an opportunity for
conceptual development of the concepts within the standard. NOTE: This lesson
does NOT adequately address the entire content included within this standard.
Misconceptions:
Some incorrect beliefs children often hold include but are not limited to:
 Earth is molten except for its crust
 Waves move, matter moves along with them
 Earthquakes happen randomly across the earth's surface.
 California will split apart from the rest of the United States and become an
island/Oceanfront property in Barstow
 Crust and Lithosphere (or plates) are synonymous terms
 Only continents move
 Plate movement is imperceptible on a human timeframe (common use of
fingernail growth analogy is only true for slowest plates and underestimates
importance of motion).
 Plate motion is rapid enough that continent collision can cause financial and
political chaos, while rifting can divide families or separate a species from its
food source.
 The edge of a continent is the same thing as a plate boundary.
 A plate boundary type is the same thing as a plate. For example, a plate has
to be divergent or convergent.
 Earthquakes are rare events (media coverage of earthquakes is limited and
biased to U.S. area or high death tolls)
 The ground cracks opens during an earthquake to swallow people and
buildings (common to Hollywood movies and popular literature like 'Clan of
the Cave Bear' and Shogun', but also dates to early reports of Lisbon
earthquake and confusion over landslides, etc.).
 Earth shaking is deadly (as opposed to building collapse, tsunamis,
landslides, fire, etc.)
 Children often have trouble making the connection to real world from
simulations or models; be explicit in asking clarifying questions to ensure
lifelong misconceptions are not created.
Safety Note(s):
Students should know and practice the procedures for fire, glass and chemical
safety. Students should use care when performing this experiment, and be wearing
the proper safety equipment including aprons and goggles. Students should know
and practice safe disposal of materials in a laboratory setting.
Lesson time:
1 day (1 day equals 55 minutes)
Materials Needed: (per groups of 2)
August 2010
Science S3 Eighth Grade Module 8-3.8
6





Block of foam rubber - 1
Copies of the article “Why are there Earthquakes” (see attached)
Copies of the Earthquake Summary Posters (see attached) (*NOTE: these
and others can be downloaded directly from
http://earthquake.usgs.gov/earthquakes/eqarchives/poster/byregion.php)
Wooden pencils – 5
Tape
Focus Question:
How do earthquakes result from forces inside the Earth?
Engage:
1. Dialogue as a class on your theories as to why earthquakes occur
2. Read the article “Why are there Earthquakes” (see attached)
3. What connections are you making to what you already know?
4. NOTE: This is from Michigan Tech – Geological and Mining Engineering and
Sciences and can be accessed at:
http://www.geo.mtu.edu/UPSeis/index.html
a. Break a block of foam rubber in half.
b. Put the pieces on a smooth table.
c. Put the rough edges of the foam rubber pieces together.
d. While pushing the two pieces together lightly, push one piece away
from you along the table top while pulling the other piece toward you.
See how they stick?
e. Keep pushing and pulling smoothly.
f. Soon a little bit of foam rubber along the crack (the fault) will break
and the two pieces will suddenly slip past each other. That sudden
breaking of the foam rubber is the earthquake. That's just what
happens along a strike-slip fault.
g. How might you use this to simulate a normal fault and reverse fault?
h. Earthquake-like seismic waves can also be caused by explosions
underground. These explosions may be set off to break rock while
making tunnels for roads, railroads, subways, or mines. These
explosions, however, don't cause very strong seismic waves. You may
not even feel them. Sometimes seismic waves occur when the roof or
walls of a mine collapse. These can sometimes be felt by people near
the mine. The largest underground explosions, from tests of nuclear
August 2010
Science S3 Eighth Grade Module 8-3.8
7
warheads (bombs), can create seismic waves very much like large
earthquakes. This fact has been exploited as a means to enforce the
global nuclear test ban, because no nuclear warhead can be detonated
on earth without producing such seismic waves.
Explore:
1. Using the Earthquake Summary Posters published by the US Geological
Survey (USGS), determine the identify, classify and compare the forces that
created each earthquake (see attached for posters) Summary Posters for
these and other earthquake can be downloaded directly from:
http://earthquake.usgs.gov/earthquakes/eqarchives/poster/byregion.php
2. Look at the various models of earthquakes and the different faults are
impacted by each: http://earthquakes.usgs.gov/learn/animations/
3. Dialogue as a class about “How does an earthquake result from forces within
the Earth”.
4. With a partner, construct a cause-and-effect model that shows how internal
forces along a fault can cause an earthquake.
Explain:
1. Earthquakes are usually caused when rock underground suddenly breaks
along a fault. This sudden release of energy causes the seismic waves that
make the ground shake. When two blocks of rock or two plates are rubbing
against each other, they stick a little. They don't just slide smoothly; the
rocks catch on each other. The rocks are still pushing against each other, but
not moving. After a while, the rocks break because of all the pressure that's
built up. When the rocks break, the earthquake occurs. During the
earthquake and afterward, the plates or blocks of rock start moving, and
they continue to move until they get stuck again. The spot underground
where the rock breaks is called the focus of the earthquake. The place right
above the focus (on top of the ground) is called the epicenter of the
earthquake.
2. For further information on how earthquakes happen, see:
http://pubs.usgs.gov/gip/earthq1/how.html
3. Watch SC Streamline video “The Science of Earthquakes” (4:20) and “Fault
lines and Earthquakes (3:02) both segments of Plate Tectonics:
http://player.discoveryeducation.com/index.cfm?guidAssetId=F93BA4078234-4E2E-83F7-73257F0D86F6&blnFromSearch=1&productcode=US
http://player.discoveryeducation.com/index.cfm?guidAssetId=B677B8A76439-4F16-9164-5DB0B76C25E6
4. Revise the cause-and-effect model you created earlier of how internal forces
along a fault can cause an earthquake based on your current understanding.
Extend:
NOTE: This was adapted from “Locating an Earthquake Epicenter” published by the
South Carolina Earthquake Education and Preparedness Program (SCEEP) at the
College of Charleston and can be downloaded in its original form at:
http://scearthquakes.cofc.edu/educators/toolkits/SCEQs.pdf
1. Why there are earthquakes in South Carolina, specifically Charleston, SC
August 2010
Science S3 Eighth Grade Module 8-3.8
8
2.
3.
4.
5.
6.
Unlike California, South Carolina lies on what is known in geology as a
'passive margin'.
This means that
we are in the
middle of a
tectonic plate
rather than on the
edge of one where
two plates are
grinding past each
other. Most of
South Carolina's
earthquakes occur
in the Coastal
Plain where the
rocks underneath
are very broken up from the break-up of Pangaea (when Africa and North
America were one continent!). These cracks in the deep rocks mean that this
area of the plate is weak, so if you push on the edge of the plate, some of
these faults/breaks will allow the rocks to move. This is similar to a log raft
where some of the logs are loose and when you push on the edge of the raft,
the logs that are loose move. When the logs move they slide past each other
and since they are smooth they can break off little pieces where they are
sliding past and this causes earthquakes.
Using several pencils (more than 5), tape the pencils along the ends together
tightly with scotch tape. Leave one pencil untapped in the center. Tie all of
the pencils (including the one untapped) together using string (much like the
log raft above). Push the raft against a hard surface and the pencil that is
untapped will pop up in the center, simulating a passive margin earthquake
as here in Charleston.
Have a class discussion to compare and contrast plate movements along
active margins and passive margins.
Where might other earthquakes occur in SC and why?
What happened during the 1886 earthquake in Summerville, SC?
Look at the current seismograph data for South Carolina or other areas of
North America – have we had an earthquake recently?
http://earthquakes.usgs.gov/earthquakes/helicorders.php
Additional Resources:
1. The IRIS (Incorporated Research Institution for Seismology) Consortium –
http://www.iris.edu
2. USGS Seismic Data page – http://earthquake.usgs.gov/
3. USGS Seismic Information for Children http://earthquake.usgs.gov/learn/kids/
4. The Geologic Society of America - http://www.geosociety.org/
5. Geology and Earth Science – http://www.geology.com
6. National Park Service http://www.nps.gov/brca/forteachers/geodetective.htm
August 2010
Science S3 Eighth Grade Module 8-3.8
9
NOTE: This article was downloaded from the South Carolina Earthquake Education
and Preparedness Program (SCEEP) at the College of Charleston and can be
downloaded in its original form at:
http://scearthquakes.cofc.edu/educators/factsheets/SCEEPFactSheets_2.pdf
August 2010
Science S3 Eighth Grade Module 8-3.8
10
August 2010
Science S3 Eighth Grade Module 8-3.8
11
August 2010
Science S3 Eighth Grade Module 8-3.8
12
August 2010
Science S3 Eighth Grade Module 8-3.8
13
August 2010
Science S3 Eighth Grade Module 8-3.8
14
August 2010
Science S3 Eighth Grade Module 8-3.8
15
August 2010
Science S3 Eighth Grade Module 8-3.8