Lesson Plan - Earthquake

Emily Rothstein and Emily Hart Day & Date: Wednesday November 29th
Classroom: Mrs. Van Zandt Approximate Time: 11:30-12:30

Grade 4
Earth Science
Earthquakes
I. Essential Questions: What is an earthquake? What causes an earthquake? What are some
hazards caused by earthquakes?
II. Standards:
PS3.C: Relationship Between Energy and Forces
When objects collide, the contact forces transfer energy so as to change the object's motions.
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when
objects collide.
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth
processes on humans.
III. Learning Objectives and Assessments:
Objectives Assessments
Students will be able to explain what an Teacher will assess this by examining what
earthquake is. they write in their science journals.
Students will be able to describe what causes an Teacher will assess this by observing the
earthquake and what some of the hazards are. students during the activity and what they have
written on their earthquake worksheets.
IV. Materials:
Litearure-
PowerPoint on earthquakes
Earthquake demonstration (tupperware, sand, water, block, mallet)
Earthquake worksheet
Science journal
V. Pre-lesson assignments and/or prior knowledge: Students know how to make an observation
and prediction on something. They have also heard what natural hazards are. Students know that there are
effects of natural hazards.
Lesson beginning: The teacher will have the students gather around the carpet when their table is called in
a circle with a clipboard and pencil along with their observation/prediction sheet (science journal).
VI. Instructional Plan:

The students will go to their desks with their journals and the teacher will present a PowerPoint
on earthquakes and the students will take notes.
The teacher will have the students gather around the carpet when their table is called in a circle
with a clipboard and pencil along with their observation/prediction sheet (science journal).
The students will be working in pairs to do a earthquake experiment. The directions go as
followed:
Pour sand into a tupperware bowl and give the bowl a quick shake (shaking the bowl
evenly distributes the sand)
Slowly pour water onto the sand and wait for it to soak into the sand before adding more.
Add portions of the water from different sides of the bowl to help ensure even
distribution of the water.
Position the block properly and make predictions in the science journals
One student holds on to one side of the bowl while the other students in the group gently
and repeatedly taps the opposite of the bowl with the mallet. Repeat this until the block
tilts or falls.
Observe the other students bowls and make observations
The PowerPoint and lesson will end with another activity where the students must demonstrate
what they would do if an earthquake were to occur.
VII. Instructional Practices:
Differentiation: All students will be involved with the earthquake activity and since it is done in
partnerships, both students will be engaged. The students have the choice to write and/or draw in their
science notebooks and discuss what they are seeing. The class will have time to take notes in their science
notebooks and a notes sheet will also be provided for them. The closing activity also involved every
student and ends the lesson on a fun note.
Questions:
What causes earthquakes?
What happens when locked slabs of rock break free?
What happens to the ground when the energy moves through the rocks?
What hazards to humans can result from earthquakes?
What is quicksand and what happens when someone steps on quicksand?
Why do you think this happens?
Does the block seem stable?
Did all of the wooden blocks react the same way? Why do you think this happened?
What did the block and block represent? What did hitting the bowl with the mallet represent?
How did hitting the bowl with the mallet affect the block?
How could you change the model to test ways to make buildings constructed on sand or mud
more stable?
Classroom Management: The teacher will be doing the demonstration in the center of the circle so
that every student can see and follow allowing. Assistance will be given for groups who are having
difficulty. The teacher will use the chime to let the students know when there are 5 minutes left for the
activity. The students will know to clean up and listen for following instructions. Students will be given
clear instructions to go back to their seats and record notes in their science notebooks. To gain the
students attention the teacher will use the clap technique or chime.
Transitions: Students will be warned when there is 5 minutes left of the activity. Teacher will ask one
of the students to tell the class what the instructions are for reiteration. Transition techniques like the clap
or chime will be used to transition from one activity to the next.
Closure: Pretend earthquake drill- The students will be given 1 minute to act out what they would
do in case of an earthquake.
https://www.youtube.com/watch?v=mgLBmLoL2Aw

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Emily Rothstein and Emily Hart Day & Date: Wednesday November 29th

Classroom: Mrs. Van Zandt Approximate Time: 11:30-12:30

III. Learning Objectives and Assessments:

VI. Instructional Plan:

VII. Instructional Practices:

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