LESSON ONE

Introduction: Why is this lesson constructivist?

Using interactive Internet programs and resources, this unit contains a variety of activities that enable students to construct their understanding of the nature of earthquakes and their impact on the earth. An authentic context is created whereby students research the causes of earthquakes, measure their force and intensity, and maintain a log of their findings in personal journals. Students also work in groups to collaborate on research, exchange ideas, discuss the findings of their research, and present their findings both in the form of a written report and orally to the class. In addition, this unit highlights the constructivist principle that content should be taught not in isolation, but in relation to all aspects of the real world. Therefore, the lessons integrate a diversity of skills across the curriculum: earth science for earthquakes; mathematics for calculations and formulas; language arts for writing journals, reports, and presentations to the class; and geography for locating earthquake activities in the world.

Each lesson begins with student discovery through a brainstorming activity that draws on previous insights and builds on newly constructed knowledge. In the constructivist tradition, students attempt to construct their knowledge through problem-solving. For example, students think of ways to measure the magnitude of an earthquake and locating its epicenter. Only then are they introduced to existing instruments that measure the force of earthquakes. Students' ideas are then tested, confirmed, or modified according to their research. Finally, students apply their knowledge to a real-world, ongoing activity. Students access authentic Seismic Stations through various Internet sites in order to monitor earthquake activity, measure the seismograms, and calculate the magnitude and triangulate the map of the epicenter. The research and findings will be entered into the journals and reported back to the class.

What is an earthquake? (one class period)

[For the Teacher]:

Distribute journal folders. Tell students that the folders will be used as research journals. Have them place their names on the cover. Introduce the word earthquake. Elicit from the students what they know about earthquakes. List their comments on the board. Break students up into groups of three and assign each group one of five essays to read from Earthquakes: Eyewitness Accounts (http://www.geography-site.co.uk/pages/physical/earth/witness/eye.html). Students should write the names of their groups in their journals. Groups should write down characteristics and effects that they consider important for an earthquake. Have groups read their reports and list items on the board. Ask the class to compare the items they listed before with eyewitness descriptions. Have groups go back to the Internet and access the Earthquake Hazards (http://www.geo.mtu.edu/UPSeis/hazards.html) and Before, During, and After (http://www.geo.mtu.edu/UPSeis/bda.html). Discuss characteristics and effects with the class. What is liquefaction? Why is there a danger of fire? What can happen to communications, water, and means of transportation? These are just some of the possible items to discuss.

[For the Students]:

Write your name and the names of your group members in your journal.

Get the title of the essay your teacher wants your group to read.

If you are assigned one of the eyewitness essays go to: Earthquakes: Eyewitness Accounts (http://www.geography-site.co.uk/pages/physical/earth/witness/eye.html).

As your group reads the essay, write down keywords or phrases that describe the earthquake and its effects.

After giving your group report, go to the Earthquake Hazards (http://www.geo.mtu.edu/UPSeis/hazards.html) site and take notes on the effects of earthquakes.

Next, go to the site Before, During, and After (http://www.geo.mtu.edu/UPSeis/bda.html) and take notes. Afterwards, your teacher will call the groups together to discuss your data.