1

Earthquake Power

Earthquake Power

Paul Ritter

PontiacTownshipHigh School

Summer 2005

Jones, H. L.; Flood destruction on South Hickory St.,

Chillicothe, Ohio, April 23, 1913

(NUMBER+@band(pan+6a08444)),pan 6a08444

Students will compare the destructive power of earthquakes of the 19th and 20th century to those of today paying attention to the loss of life, and monetary damages due to them. Students will also compare the destructive power of earthquakes to that of other natural disasters. Students need to appreciate the ability to predict and warn people to the possibilities of an earthquake and understand the physical laws that apply to earthquakes.

Overview/State Standards/Resources/Procedures/Evaluation

Overview Back to Navigation Bar
Objectives / Students will:
  • Identify how to predict earthquakes and other natural disasters
  • Use this information to build a model of an earthquake fault zone.

Recommended time frame / 1 to 2 weeks
Grade level / 9th – 12th
Curriculum fit / Science
Resources /
  • PowerPoint of Natural Disasters
  • Image and Resource Table
  • Image Analysis Guide
  • Personal Account Analysis Guide
  • Keywords
  • SQ3R Research Notes Sheet

IllinoisState Learning Standards Back to Navigation Bar
Science:
GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
  • 12.A. Know and apply concepts that explain how living things function, adapt and change.
  • 12.B. Know and apply concepts that describe how living things interact with each other and with their environment.
  • 12.C. Know and apply concepts that describe properties of matter and energy and the interactions between them.
  • 12.D. Know and apply concepts that describe force and motion and the principles that explain them.
  • 12.E. Know and apply concepts that describe the features and processes of the Earth and its resources.
  • 12.F. Know and apply concepts that explain the composition and structure of the universe and Earth’s place in it.
GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts.
  • 13.A. Know and apply the accepted practices of science.
  • 13.B. Know and apply concepts that describe the interactions between science, technology and society.

Procedures Back to Navigation Bar
Day One:
  • Students will view the quick time videos on the San Francisco earthquake and Galveston hurricane which were produced by various film companies.
Day Two:
  • A class discussion of the historical destruction caused by natural disasters supplemented by PowerPoint slides on earthquakes, floods, and other natural disasters.
Day Three:
  • Image Analysis Guide -Questions to assist students in analyzing images such as photographs and films
  • Personal Account Analysis Guide -Questions to help students examine accounts.
Day Four:
  • SQ3R Research Notes Sheet –A worksheet with questions to guide further research of the circumstances surrounding a natural disaster using a selected event from one of the following Power Point,
Day Five:
  • Homework: Students will log-on to a web site containing links to historical drawings, photographs and other documents from the Library of Congress and other sources and study their content.
Day Six – Ten:
  • The students will build a model of an earthquake fault zone and label all of its working parts. All materials are to be provided by the students.

Evaluation Back to Navigation Bar
The students are evaluated on the following:
  • Participation in the power point slides class discussion.
  • Answers relating to the image analysis guide of the images of library of congress.
  • Answers relating to the personal account analysis guide.
  • Answers relating to the SQ3R Research notes sheet over power points.
  • Photograph interpretation of selected photos on the Library of congress web page.
  • Development of model.
  • Rubrics

An Adventure of the American Mind

IllinoisStateUniversity