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5-E Model Lesson

Title
Purpose/Rationale
SOLs

Materials and
Resources

Safety Issues

Earthquakes
To teach students how S and P waves move, and how to locate
earthquakes through triangulation.
ES 2: The student will demonstrate an understanding of the
nature of science and scientific reasoning and logic. Key
concepts include
a. Science explains and predicts the interactions and
dynamics of complex Earth systems;
ES 7: The student will investigate and understand geologic
processes including plate tectonics. Key concepts include:
a. Geologic processes and their resulting features;
b. Tectonic processes
Computer, document camera, and projector
Slinky
Compasses
Earthquake location maps
Rulers
There are no safety concerns for this lesson

Procedures for Teaching (numbered with time frame)


Engage (13 minutes,
1. After the bell-ringer, engage the students through a
with the bell-ringer
slinky activity:
included)
a. I will have a student volunteer (or a select a student)
to hold one end of the slinky on the floor; I will
hold the other end on the floor.
b. This activity can be done in the back of the
classroom, in the lab area, with the smaller classes
and in the hallway with the largest.
c. I will ask the students how I can simulate each type
of wave with a slinky before showing them
1. Sharply push and pull back the end of the
slinky will produce a P wave
a. I will ask the students how the coils
moved in the slinky
2. Sharply pull the end of the slinky on one
side and pull it back
a. I will ask the students how the
slinky moved
Explore (15 minutes)
1. Have the station location and earthquake distance data for
the earthquake plotting and triangulation activity written on
the board, but without the name of each location (just
points 1, 2, and 3)

2.
3.

Explain (include key


vocabulary/concepts)
(5 minutes)

1.

2.

Elaborate (15
minutes)

1.

2.

Evaluate
Formative

Summative
Activity Sheet
(includes safety, data
recording,
open-ended questions)

a. With latitude, longitude, distance in miles, and


distance in inches
Hand out earthquake maps, rulers, and compasses
You have to show students how to plot the three points and
how to plot the three circles
a. Turn on the ELMO and projector.
b. I will explain the coordinate system on the earthquake
map, and with the ELMO, show the students how to
plot the first; the students will plot the second two
stations in pairs
Once the students have finished plotting their points, we
will move into triangulating where the earthquake was with
distance data already written on the board
a. I will lead the students through plotting the first circle
from the distances given (both in kilometers and
inches for the map), and the ruler is used to open the
compasses to the proper circle radius
Key vocabulary/concepts:
a. S-wave
b. P-wave
c. Latitude and Longitude (for the map)
d. Earthquake triangulation
Once I have explained and demonstrated to the students
how to plot the circles, they will then, in pairs, draw the
next two circles
Once they have drawn the triangulation circles, I will ask
the students if their circles overlap or almost overlap (they
should overlap, or be very close, if drawn correctly)

1. Where the students plot their station points


2. Where the students plot their earthquake circles, and if the
circles overlap
3. Exit slip, with extra time in the class: Does all of the
energy from an earthquake arrive at a seismograph the
same time?
1. Quiz at the end of the Earthquakes and Volcanoes unit
(Attach to lesson plan)

Name of Location
Japan Meteorological Agency
Saudi Arabia
Port Moresby, New Guinea

Latitude Longitude
36.546
23.523
-9.405

138.204
45.503
147.16

Distance on Earth
from Earthquake (mi)
3534.4
3635.6
3640.0

Distance on
map (in)
1.45
1.5
1.5