Lessons Integrating Information and Communication Technology within a Curriculum Area


Teresa Kewachuk - CCRSB


Predicting Earthquakes

Grade Level


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

SCO 1:
Students will be expected to demonstrate an understanding of the composition of the planet Earth, its structure and the interior forces of tectonics and results of continental drift which have shaped the evolution of the planet's physical characteristics and features.
SCO 2:
Students will be expected to demonstrate knowledge of the changing face of Earth's surfaces, and, of the forces that keep Earth's surface in motion.

ICT Integration

BOC 12.1 (relates to 9.1 – 9.4) use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems
SEHI 12.3 (relates to 9.1 – 9.4) critically analyze the impacts of evolving technologies on themselves, societies, and the environment
PTS 12.2 (relates to 9.2, 9.6) evaluate, select, and use the following to learn and to represent curriculum concepts under study: specialized software, including computer-based simulations; and measuring, sampling and recording devices, including complex calculators
PTS 12.5 (relates to PTS 9.6 and RPSD 9.2) create electronic charts, tables and graphs; and design, create, and manipulate spread sheets and databases, as part of the process of collecting, analyzing, and displaying data independently
CT 12.2 (relates to 9.1, 9.2) critically apply technological skills in a range of electronic, visual, and print media for formal and informal communication
CT 12.3 (relates to 9.1) design and create electronic documents to accomplish curricular tasks
RPSD 12.1 (relates to 9.1) select appropriate devices and software to collect data, solve problems and note patterns; to make logical decisions and draw conclusions; and to present results, with general supervision

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/
Interactive satellite map of plate boundaries: http://geology.com/plate-tectonics.shtml Scroll down the page to see a labeled map of the earth's plates.
Plate tectonic map http://vulcan.wr.usgs.gov/Glossary/PlateTectonics/Maps/map_plate_tectonics_world.html

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.
(example: Worldwide Earthquakes with M4.0+     Word format     pdf format)

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.
See instructions: earthquake_report     Word format     pdf format

Student products expected

Part 1: World map with correct labels. (see assessment below)
Part 2: One to two page summary of earthquake patterns in recent weeks, and prediction of next strong earthquake. earthquake_report     Word format     pdf format

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:
earthquake_report     Word format     pdf format
earthquake_rubric     Word format     pdf format

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
Map of volcanic eruptions in the past decade is at: http://vulcan.wr.usgs.gov/Volcanoes/DecadeVolcanoes/map_decade_volcanoes.html
Students could research each eruption and share their information with the class.

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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