Science Fair Project Ideas Project Ideas Earthquake prediction Investigate and find out if anyone has a consistent successful way to predict earthquakes.
Earthquakes and volcanoes are two of the visible signs of plate tectonics. The unit addresses the California Science Standards for 6th grade for the topics of Earthquakes and Volcanoes as well as Investigation and Experimentation.
By the end of the unit students will know: Geologic events, such as earthquakes and volcanoes result from movement of the plates. Earthquakes are sudden motions along the breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface.
Epicenters of earthquake can be determined by a variety of measures. The effects of the earthquake on any region varies, depends on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction.
Earthquake preparedness includes planning construction of buildings, location of buildings, and gathering supplies for a potential earthquake. Major features of California geology are formed by seismic activity in the form of volcanoes and earthquakes.
The Grade 6 Earth Science Unit on Earthquakes and Volcanoes is presented to students through a series of investigations using indirect evidence models and direct evidence, experiments, active learning experiences, researching using a variety of sources, questions, and assessments.
Earthquakes and Volcanoes builds on the concepts presented on the conceptual flow graphic by describing the concept s addressed in each lesson and the links that connect each lesson to the next.
Lessons are linked to the previous lesson and the lesson that follows via a conceptual storyline to enable the development of student understanding as they progress from one concept to the next.
In the previous lesson students learned that earthquake activity has a historical record along plate boundaries of the San Andreas Fault. Push boxes are used to demonstrate the land formations that result from pushing of Earth materials.
During lesson 3 students build a fault model and use the model to explore and demonstrate formation of normal, reverse thrust, and strike slip fault characteristics. The paper models built in lesson 4 indicate how the rock layers have moved overtime by earthquakes either pulling, compressing or sliding blocks of Earth materials.
The simple apparatus uses moving wood blocks and increasingly greater amounts of spaghetti to model how rocks break through movement along a strike slip fault. Assessing Faults In Formative Assessment 1 students demonstrate their understanding of the three fault models that are used to explain changes in the Earth.
Students are asked to relate the fault models to different forces in the Earth. The waves are classified as body and surface waves. Body waves primary P and secondary S have different movements and are explored in lesson 6 through a model of students standing in a row and Slinkys.
A model using a ring stand, paper clips and rubber bands demonstrates S waves while a penny dropped through different materials models how waves can be altered by a change in Earth materials.
This assessment is important for understanding how different travel speeds of P and S waves can be triangulated to find the epicenter of an Earthquake.
Students find the epicenter of earthquakes by using speeds of S and P waves. The difference in the speeds helps triangulate data. A circle is drawn around the areas with the same speed indicating where the epicenter should be drawn.
Students become familiar with the Mercalli scale of measuring intensity of earthquakes by the objects the earthquake moves.
A role-play of a radio show is used to model how callers might call in with observational data. The data is then used to identify origination of the earthquake. Richter scales are often reported on the news and the scale is built on a logarithmic scale increasing by ten with each change in number.
A model using spaghetti and a comparison to time is used to build understanding of the exponential increase in number.
While the last three lessons developed understanding of how to find epicenters and the multiple scales used to describe earthquakes; this lesson focuses on how building styles can limit damage. Since we cannot predict earthquakes, we can prepare for possible damage.
Areas in homes and schools where objects may fall are also identified as a precaution.Click on any of the subject areas to quickly get to that section of the 6th Grade Page.
Earth & It's Materials There are a number of really good animations in this site to help explain these wonders of the Earth. Earthquake Fault Animations: Mr. Nolde's Compiled Classroom Earthquake Journals-This map is the work of ongoing research that.
Make an Earthquake! Students will learn about the different waves generated during an earthquake. This experiment will help them visualize how P waves travel through earthquakes.
This 'jolt' is a simulation of earthquake movement. There are various tests to run on the system, including putting sugar cube stacks on top of the book to represent "buildings." Data is collected and averaged to determine the results of various run sequences.
Teacher Resources and Student Activities search by grade level, resource type, collections (published materials from other sources) and moments, research summaries, links to research projects, and interactions with EarthScope. Earthquakes Project Click on the link at the bottom for our Earthquakes Project Menu!
Main Dish: Blueprint and Building: First research some earthquake-safe building techniques, and then use this information to design a building that you think would withstand the next big one to hit your area. USGS Earthquake Hazards Program, responsible for monitoring, reporting, and researching earthquakes and earthquake hazards.