Embedded Files
This is the teacher notes page identifying the outcomes addressed in these lessons. Copy each lesson link and send it to your students. For printable versions of these materials log into the teacher information section of the Department of Education.
Introduction
Introduction
During these lessons students will explore the Science of plate tectonics and the earthquakes formed from plate interactions. They will compare the impact of different earthquakes, they will model important geological process and building safety concepts. Finally, they will look at hazard reduction from potential natural disasters.
Learning Intentions:
To know that earthquakes occur due to plate tectonics and that their magnitude can be measured.
To understand the impact of earthquakes and how we can lessen this impact.
To be able to conduct research to analyse information on earthquakes and to then effectively communicate that information.
To analyse and communicate information on how to reduce the impact of natural hazards.
Success Criteria:
I can use my research and comprehension skills to demonstrate my understanding of earthquakes.
I have successfully analysed and communicated my understanding of earthquakes by comparing them and by making models.
I can demonstrate my understanding of natural hazards by implementing strategies to lesson their impact.
Outcomes:
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations
SC5-12ES describes changing ideas about the structure of the Earth and the universe to illustrate how models, theories and laws are refined over time by the scientific community
SC5-13ES explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issues
Students will gain an understanding of the relationship between plate tectonics and earthquakes by clearly defining them, by modelling geological processes and by looking more deeply into an Australian earthquake example.
Learning Intentions:
To know that plate tectonics explains how many of the Earth’s landforms change over time.
To understand that it is at the plate boundaries that most earthquake and volcanic activity occurs.
To be able to analyse and model information on important geological processes.
To be able to investigate and communicate information on an Australian earthquake in a report.
Success Criteria:
I can use my research and communication skills to complete a Frayer diagram on plate tectonics and to highlight earthquakes on a world map.
I have successfully engaged with information important geological processes and I can communicate my understanding by developing simple models that help explain them.
I can successful use my research and communication skills to create an information report on an Australian earthquake.
Content:
ES2 The theory of plate tectonics explains global patterns of geological activity and continental movement.
ES2a Students outline how the theory of plate tectonics changed ideas about the structure of the Earth and continental movement over geological time.
ES2c Students outline how the theory of plate tectonics explains earthquakes, volcanic activity and formation of new landforms.
WS7.1a Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases
WS9a Students communicate by selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations, expositions, procedures, recounts or reports.
WS9d Students communicate by constructing and using a range of representations to honestly, clearly and/or succinctly present data and information including diagrams, keys, models, tables, drawings, images, flowcharts, spreadsheets and databases.
Students will explore the ways earthquakes are measured and use their understanding of this by comparing earthquake examples. They will then look more deeply at the destruction caused by the Newcastle Earthquake in 1989.
Learning Intentions:
To know how the Richter and Mercalli scales are used to measure earthquakes.
To understand the differences between the Richter and Mercalli scales.
To be able to use numeracy skills to see number patterns and observation skills to compare pictures with the Richter and Mercalli scale of earthquake measurement.
To be able to compare the impact of earthquakes of similar scale but in different settings.
Success Criteria:
I can use my research, analysis and communication skills to successfully compare the two main types of earthquake measurement.
I have successfully engaged with information on earthquakes to analyse and compare the impact of different earthquakes.
Content:
ES2 The theory of plate tectonics explains global patterns of geological activity and continental movement.
ES2d Students describe how some technological developments have increased scientific understanding of global patterns in geological activity, including in the Asia-Pacific region.
ES3 People use scientific knowledge to evaluate claims, explanations or predictions in relation to interactions involving the atmosphere, biosphere, hydrosphere and lithosphere.
ES3b Students describe some impacts of natural events, including cyclones, volcanic eruptions or earthquakes, on the Earth's spheres.
WS7.1b Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases.
WS7.1c Students process data and information by selecting and extracting information from tables, flow diagrams, other texts, audiovisual resources and graphs, including histograms and column, sector or line graphs.
WS7.1d Students process data and information by accessing data and information by using a range of appropriate digital technologies.
WS7.1e Students process data and information by applying numerical procedures and mathematical concepts and using digital technologies, where appropriate.
WS7.2a Students analyse data and information by analysing patterns and trends, including identifying inconsistencies in data and information.
WS9a Students communicate by selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations, expositions, procedures, recounts or reports.
WS9b Students communicate by selecting and constructing an appropriate table, type of diagram, table or graph (histogram or sector, column or line graph) to present information and show relationships clearly and succinctly using digital technologies as appropriate.
WS9c Students communicate by using appropriate units for physical quantities and symbols to express relationships, including mathematical ones.
WS9d Students communicate by proposing ideas that demonstrate coherence and logical progression.
WS9e Students communicate by presenting scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations for specific audiences.
Students will explore how we can lessen the impact of earthquakes and natural hazards by analysing information, building a scientific model and by engaging in a hazard reduction simulation.
Learning Intentions:
To know that technology can be used to lessen the impact of earthquakes.
To understand some of the methods used to save lives from earthquakes.
To be able to use your investigative and creative skills to design and build a model.
To be able to use your problem-solving skills to reduce the impact of a natural hazard in a simulation.
Success Criteria:
I can use my research, analysis and communication skills to identify methods of reducing the impact of earthquakes.
I have successfully built and explained a model building that is earthquake proof.
I can explore a natural hazards simulation and then explain how to reduce the impact of the hazards on society and the environment.
Content:
ES2 The theory of plate tectonics explains global patterns of geological activity and continental movement.
ES2c Students outline how the theory of plate tectonics explains earthquakes, volcanic activity and formation of new landforms.
ES2d Students describe how some technological developments have increased scientific understanding of global patterns in geological activity, including in the Asia-Pacific region.
ES3 People use scientific knowledge to evaluate claims, explanations or predictions in relation to interactions involving the atmosphere, biosphere, hydrosphere and lithosphere.
ES3b Students describe some impacts of natural events, including cyclones, volcanic eruptions or earthquakes, on the Earth's spheres.
WS8a Students solve problems by describing strategies to develop a range of possible solutions to an identified problem.
WS8b Students solve problems by assessing strategies that have been identified as possible solutions to an identified problem.
WS8c Students solve problems by applying the processes of Working Scientifically in developing creative solutions to problems.
WS8d Students solve problems by using cause-and-effect relationships to explain ideas.
WS8e Students solve problems by using models to explain phenomena and make predictions.
WS8f Students solve problems by applying critical thinking in considering suggested proposals, solutions and conclusions, including a consideration of risk
Resource evaluation
Resource evaluation
The resource evaluation form has five questions about:
your school
which resource
a 1-3 rating
whether you are using print, digital or both resources
any additional comments you might have.
Complete the form to help us provide you with further support.
Page updated
Report abuse