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Science lesson plan · 7th grade (Year 8 in England) · 30 minutes

Measure earthquakes and reduce their risks

Earth and rocks

CCSS NGSS.MS-ESS3-2CCSS NGSS.SEP 5England: KS3 Chemistry: Earth and atmosphereEngland: KS3 Geography: Natural hazards

Objective and success criteria

Students will: Measure earthquakes and reduce their risks.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Plate tectonics, earthquakes and volcanoes

Leads to: the next skill in this area.

Materials: Rock samples, Hand lenses, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Plate tectonics, earthquakes and volcanoes). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What drives the slow movement of tectonic plates? (convection currents in the mantle / the Moon's light / ocean waves / the wind) → convection currents in the mantlePrompt: Heat from the core makes the mantle rock move slowly.
  2. Two plates move apart at about 2.5 cm per year. How far apart will they move in 100 000 years, in kilometres? (1 km = 100 000 cm) → 2.5 kmPrompt: First find the distance in cm.
  3. Plate tectonics: which statement is NOT true? (The Earth's crust is broken into large pieces called tectonic plates. / Scientists cannot yet predict exactly when an earthquake will happen. / Tectonic plates move several metres every day. / Plates move a few centimetres each year.) → Tectonic plates move several metres every day.Prompt: How fast do your fingernails grow? Plates move at about that speed.

Hook · 3 min

  • Pass round different rocks and ask how each one might have formed.
  • Share the objective: Measure earthquakes and reduce their risks. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: On the magnitude scale, each whole number up means the ground shaking (wave amplitude) is 10 times larger. How many times larger is the shaking in a magnitude 8 earthquake than in a magnitude 6?
  • Step 1: 8 − 6 = 2
  • Step 2: 10^2 = 100
  • Step 3: So the answer is: 100
  • Answer: 100
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. On the magnitude scale, each whole number up means the ground shaking (wave amplitude) is 10 times larger. How many times larger is the shaking in a magnitude 7 earthquake than in a magnitude 5? → 100Prompt: How many steps up the scale is it?
  2. Which design feature helps a tall building survive an earthquake? (flexible base isolators that let the ground move under the building / heavy concrete on the top floors / large glass panels with no frames / building on loose wet sand) → flexible base isolators that let the ground move under the buildingPrompt: Rigid, top-heavy buildings shake apart.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. What instrument records earthquake waves? (an anemometer / a thermometer / a seismometer / a barometer) → a seismometerPrompt: "Seismic" means to do with earthquakes.
  2. Earthquakes: which statement is NOT true? (Undersea earthquakes can cause tsunamis. / The focus of an earthquake is always on the surface. / Each step up in magnitude releases about 32 times more energy. / The point on the surface above an earthquake's origin is the epicentre.) → The focus of an earthquake is always on the surface.Prompt: Is the magnitude scale linear?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Plate tectonics, earthquakes and volcanoes.
  • Use concrete materials: rock samples.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-7.

Free lesson plan from eurekami.com/lesson-plan-builder

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Measure earthquakes and reduce their risks

Name

Date

Score/ 6

  1. Question 1

    Some countries send phone alerts seconds before strong shaking arrives. How is this possible?

    • A. Phones feel the earthquake first
    • B. Radio waves are slower than seismic waves
    • C. Sensors detect the faster, weaker first waves and send warnings before slower damaging waves arrive
    • D. They predict quakes days ahead

  2. Question 2

    Earthquakes: which statement is NOT true?

    • A. Most earthquakes happen near plate boundaries.
    • B. The focus of an earthquake is always on the surface.
    • C. Undersea earthquakes can cause tsunamis.
    • D. The point on the surface above an earthquake's origin is the epicentre.

  3. Question 3

    On the magnitude scale, each whole number up means the ground shaking (wave amplitude) is 10 times larger. How many times larger is the shaking in a magnitude 5 earthquake than in a magnitude 3?

    Answer

  4. Question 4

    On the magnitude scale, each whole number up means the ground shaking (wave amplitude) is 10 times larger. How many times larger is the shaking in a magnitude 7 earthquake than in a magnitude 5?

    Answer

  5. Question 5

    Why can scientists not predict the exact time of an earthquake?

    • A. Seismometers do not work
    • B. Earthquakes are random and have no causes
    • C. Earthquakes only happen at night
    • D. Stress builds up unpredictably along faults, so only long-term probabilities can be given

  6. Question 6

    On the magnitude scale, each whole number up means the ground shaking (wave amplitude) is 10 times larger. How many times larger is the shaking in a magnitude 6 earthquake than in a magnitude 4?

    Answer

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Answer key: Measure earthquakes and reduce their risks

  1. 1. C. Sensors detect the faster, weaker first waves and send warnings before slower damaging waves arrive

  2. 2. B. The focus of an earthquake is always on the surface.

  3. 3. 100

  4. 4. 100

  5. 5. D. Stress builds up unpredictably along faults, so only long-term probabilities can be given

  6. 6. 100