MSTC 4045

Technology Lesson 3

Corey Shalanski

Assessing Local Earthquake Risks

Learning objective: Designed for high school earth science students.  Students will develop an understanding of patterns of earthquake activity and local earthquake risk.

Standards:

NYC6d (9-12): The student acquires information from multiple sources, such as print, the Internet, computer data bases, and experimentation.

NYS Information Systems 2.1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

NRC NSES Science as Inquiry A: Use technology and mathematics to improve investigations and communications.

Background:

Every year millions of Americans face the terrifying consequences of natural disasters. While uncommon, the earthquake hazard of the New York City metropolitan area has been assessed as moderate by the United States Geological Survey. Considering population density and the condition of the region's infrastructure and building stock, it is clear that even a moderate earthquake would have considerable consequences in terms of public safety and economic impact.

Relationship to the driving question: The driving question for the unit is “How does the surface of Earth change?”  This lesson helps to address the subquestion “How is Earth’s surface affected by tectonic forces?”

Instructional strategies: Instructional strategies include a prediction (revisit), collaboration, and discussion.

Materials needed:

·        Computers with Internet access

·        Copies for every student of “Assessing Local Earthquake Risks” Worksheet

Time required: One 90-minute period

Cautions:  Remind students that they will be working in a computer lab and should therefore adhere to suggested behavior guidelines.  No food or drinks will be allowed in the computer lab.

Instructional Sequence:

Pre-technology activities

1.      Introducing the lesson: Review the driving question, “How does the surface of Earth change?”  Remind students of the current subquestion that they are working on, “How is Earth’s surface affected by tectonic forces?”  Talk about the lessons they have done so far, and what they have learned about the subquestion to this point.  Today’s question is, “How likely is a large earthquake in New York City?”
 

2.      Before proceeding with the activity, make sure that students have a basic understanding of plate tectonics and the relationship between plate movements and earthquakes. To guide the discussion, review the following questions:

·        What are tectonic plates?

·        What are faults?

·        What relationships do tectonic plates and faults have with earthquakes?
 

3.      Ask students to make a prediction about the local earthquake risk.  Can they recall any earthquakes that occurred near to their home?  Have they ever heard any stories about local earthquakes?  Students should read the article “Ground Shakes in New York State” (http://dax.geo.arizona.edu/earthscope/news/nyeq.html).  Explain that, while earthquakes normally occur along tectonic plate boundaries, they have also been known to occasionally occur in the interior of these plates.  New York City is located relatively far from the nearest plate boundary.  Today we’re going to assess the local risk for major earthquake events.
 

Learning about the technology

4.      Inform students that they will be working on an Internet investigation.  Ask if anyone is unfamiliar with personal computer usage and/or Internet browsing software.  If so, then those students may need to be teamed with more knowledgeable students.
 

Technology activities

5.      Distribute a copy of the “Assessing Local Earthquake Risks” worksheet to each student.  Students should follow the listed procedure and use indicated Internet websites to complete the worksheet.

6.      While students are working on the activity, teacher should circulate around the computer lab to ensure that students are using the computers properly and are accessing the correct information.
 

Post technology activities

7.      Class comes back together.  Students share and discuss their findings.

8.      How would they advise their neighbors about local earthquake risks?  Did students have similar or different responses?  Can the class reach a consensus?

9.      Discuss the reasons why an earthquake that measures 6.5 on the Richter scale can inflict very different levels of damage in different places near its epicenter.

·        Explain the reasons why it is important to know about the types of substrate on which a city’s neighborhoods are built.

·        Imagine that an earthquake has hit your town, causing a downtown building to collapse. Describe the destruction process, starting with the initial tremor and its resulting waves and ending with the collapse of the building.

·        Discuss the ways in which people can work together to make sure that their neighborhood is as safe as possible in the event of an earthquake.

As an extension, teachers arrange a class viewing of “Aftershock: Earthquake in New York (1999).”

Resources used: This inquiry lesson is based on “Earthquakes In Your State” found at the Prentice Hall website: http://www.phschool.com/science/planetdiary/background/eartacti.html

Design Rational: The design of this lesson is intended to engage students in a technology-driven investigation of potential natural hazards.  It focuses on their local environment and so has immediate relevance.  Students will practice Internet browsing skills and will interpret data presented in a variety of formats – maps, charts, tables.  Students will be evaluated on their ability to listen and follow directions during this lesson. For this lesson to be successful, students must pay close attention to teacher directions and follow all the steps on the investigation worksheet.