Lessons Integrating Information and Communication Technology within a Curriculum Area
Author |
Teresa Kewachuk - CCRSB |
Title |
Predicting Earthquakes |
Grade Level |
10-12 |
Subject Area |
Geography 10 (and Global Geography 12) |
Overview of unit/lessons/activities (assumptions of prior knowledge/learning) |
The activity fits in Unit 2. Students will look at the pattern of earthquakes throughout the world over a period of time. They will compare earthquake activities with a map of tectonic plate boundaries. They can predict where earthquake activity will happen in the near future. |
Correlations to ICT and curriculum outcomes |
Geography 10, Unit 2 ICT Integration |
Projected timeline for preparation and for carrying out activities |
One or two weeks with approximately ten minutes each day to record seismic activity around the world. At the end of the time period, students should have a period, approximately one hour, for a concluding activity. |
Equipment Requirements: (computers, software, etc) |
Access to one or more computer with Internet connection Data projector to display interactive maps Hard copies of a world map with plate boundaries would be an asset. (example: gif2.gif) |
Teaching materials provided (Blacklines, worksheets, templates, teacher materials) |
There are free physical maps you can print at several websites, such as http://english.freemap.jp/ http://www.eduplace.com/ss/maps/pdf/world_phys.pdf Blank world map: gif2.gif |
Resources available for teacher/student use (websites, references, etc) |
Earthquake Center USGS: http://earthquake.usgs.gov/eqcenter/recenteqsww/ |
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles) |
Part 1: After teaching plate tectonics and the various movements at plate boundaries, teachers can review the material using an interactive satellite and political map. Go to the satellite map at http://geology.com/plate-tectonics.shtml There are many red icons at various plate boundaries. Before clicking on any one of the red icons to reveal the type of boundary, the teacher can ask students to identify whether it will be divergent, convergent or transform. You can zoom into the area to see mountains, ocean ridges, rivers, etc. Teachers can switch between satellite and political maps, or use the hybrid function to see the political boundaries superimposed on the satellite image. Part 2: Students can monitor earthquake activity by going to: http://earthquake.usgs.gov/eqcenter/recenteqsww/ If the classroom has a computer with a data projector, the teacher can display the interactive map of current earthquakes each day for a period of one or two weeks. If not, teachers can download the maps and put them on overheads. Using coloured markers, students can highlight the new earthquakes that occur each day. Alternatively, teachers can print the list of earthquakes and locations, by clicking M5+ Earthquake list on the website, and have students label a blank world map, using an atlas. Students can label the daily earthquakes (red and orange icons) on blank world maps to see patterns. Teacher and students can observe the locations in terms of plate boundaries and the intensity of the earthquakes. At the end of the observation and recording period, students can write a one-two page report to compare the locations of earthquakes with plate boundaries. They can predict where the next M5+ earthquake will occur based upon the pattern of earthquakes. |
Student products expected |
Part 1: World map with correct labels. (see assessment below) |
Samples (include teacher notes, assessment information, student work if available) |
Sample map of daily earthquakes Word format pdf format Blank world map: gif2.gif |
Logistics (organization, grouping, management issues, access to technology) |
Part 1: Reviewing the types of plate boundaries using the online map should take twenty minutes of class time. Part 2: Observing daily earthquakes around the world should take 5 to 10 minutes of class time each day. The teacher can display the earthquake map using a computer and data projector. Students could be rotated to several computers in the classroom so they could record earthquakes on their world map. The assessment activity could be assigned as homework, or students could work individually in the classroom. |
Assessment information (e.g., rubrics for products and/or process) |
Part 1: An early review activity would be to give students a blank world map with plate boundaries, and instruct students to label the fourteen red flags on the displayed satellite map at: http://geology.com/plate-tectonics.shtml Students should identify which of three plate boundaries are at each red flag. They can write the correct answers on the map and pass it in for assessment. Part 2: |
Possible extensions |
The teacher could repeat this activity, looking at volcano eruptions. An interactive map of volcanoes can be found at http://www.volcano.si.edu/world/find_regions.cfm and http://www.geo.mtu.edu/volcanoes/world.html Another possible extension could be done with meteor craters. A meteor crater interactive map can be found at: |
Adaptations for students requiring additional support |
Students could be given a printed world map that has plate boundaries. Students can label recent earthquakes and count how many occur on the boundary lines. |
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