Earthquakes
Science
6th Grade
Ramon Verduzco
Purpose:

Students will know how to explain major features of California geology
(including mountains, faults, volcanoes) in terms of plate tectonics.

Students will know how to determine the epicenter of an earthquake
and know that the effects of an earthquake on any region vary,
depending on the size of the earthquake, the distance of the region
from the epicenter, the local geology, and the type of construction in
the region.

Students will know how to determine Plate tectonics accounts for
important features of Earth's surface and major geologic events. As a
basis for understanding this concept:
Description:
Students will be given maps to examine famous faults located in California.

Power point presentation will be used of a visual aide for students to
examine pictures, vocabulary, and maps of recent earthquakes and its
effects.

Students will also be given opportunities to explore the internet
website to observe video clips and picture clips of earthquakes.
Activities:

Teacher will introduce earthquakes with a power point presentation.

Teacher will provide geographic maps and pictures of the California
major earthquakes taken from earthquake related websites.

Teacher will focus on appropriate computer use and collaboration with
other peers researching major earthquakes.

Teacher will list major vocabulary words help students understand
important concepts to learn about earthquakes.

Teacher will provide picture clips of the after math of a major
earthquake. Also video clips of seismic activity using a Richter scale.

Teacher will use “Thinking Maps” or Graphic Organizer to help with
writing journal.
Procedures
Procedures
Students will be presented a power
point presentation based on
earthquake themes and vocabulary.
Students will watch video clips and a
safety video on earthquake safety
and precautions.
Students will be given maps to locate
major faults in California. They will
be given a major earthquake event
and research the event.
Students will break into groups three
groups. Each group will have an
activity. One activity will be research
on the internet searching for
information about a major
earthquake. The second group will
create an ABC earthquake story book
using vocabulary of the theme. The
third group will be given worksheets
relating with fault movement and
seismic activities.
Students will be given a Journal
Activity dealing with their personal
experience with earthquakes, or
safety plan. They will have an
opportunity to use computer with
Microsoft Word.
NETS indicators
1,4,
4,6
1,3,4,6
1, 7,8
1,3,5,7 ,9
TOOLS AND RESOURCES
Software:
Microsoft Word
Microsoft PowerPoint
Hardware:
LCD Projector
Web Sites:
http://www.usgs.gov
http://www.weatherwizkids.com/earthquake1.htm
http://www.nationalgeographic.com/xpeditions/lessons/15/g35/earthquakes.html
http://school.discovery.com/lessonplans/programs/earthquakes/
Other Sources:
Earthquakes by Seymour Simon
San Francisco Is Burning: The Untold Story of the 1906 Earthquake and Fires by
Dennis Smith
ASSESSMENT:
Students essay will be assessed through the use of a rubric created from Rubistar at
http://rubistar.4teachers.org. Students will also be assessed visually throughout the
week based on their effort and participation. Graphic Organizers will be used to
assist students with their essays.
Credits
Ramon Verduzco
Will2win224@yahoo.com
Research Report : Earthquakes
Teacher Name: Mr. Verduzco
Student Name:
________________________________________
4
3
2
Thinking Maps
Graphic organizer or
outline has been
completed and
shows clear, logical
relationships
between all topics
and subtopics.
Graphic organizer or
outline has been
completed and
shows clear, logical
relationships
between most topics
and subtopics.
Graphic organizer or Graphic organizer or
outline has been
outline has not been
started and includes attempted.
some topics and
subtopics.
Internet Use
Successfully uses
suggested internet
links to find
information and
navigates within
these sites easily
without assistance.
Usually able to use
suggested internet
links to find
information and
navigates within
these sites easily
without assistance.
Occasionally able to
use suggested
internet links to find
information and
navigates within
these sites easily
without assistance.
Amount of
Information
All topics are
addressed and all
questions answered
with at least 2
sentences about
each.
All topics are
addressed and most
questions answered
with at least 2
sentences about
each.
All topics are
One or more topics
addressed, and most were not addressed.
questions answered
with 1 sentence
about each.
Mechanics
No grammatical,
spelling or
punctuation errors.
Almost no
A few grammatical
grammatical, spelling spelling or
or punctuation errors punctuation errors.
Many grammatical,
spelling, or
punctuation errors.
Paragraph
Construction
All paragraphs
include introductory
sentence,
explanations or
details, and
concluding sentence.
Most paragraphs
include introductory
sentence,
explanations or
details, and
concluding sentence.
Paragraphing
structure was not
clear and sentences
were not typically
related within the
paragraphs.
CATEGORY
Paragraphs included
related information
but were typically not
constructed well.
1
Needs assistance or
supervision to use
suggested internet
links and/or to
navigate within these
sites.