Physical Science Unit 5: Surviving the Big One
Essential Question:

Course Goals:

  • To develop your understanding of the nature of science as it pertains to the physical world.
  • To understand and describe, qualitatively and quantitatively, the nature of matter and apply your understanding to natural phenomena you observe
  • To experience the engineering design process and demonstrate the interrelationship with science.
  • To work collaboratively with others, to think creatively and critically, to communicate clearly and effectively, and to practice good citizenship, digital and in person.

Course Essential Questions

  • How can I make use of patterns to better understand the natural world?
  • How can I better use technology in my learning and become a better digital citizen?
  • How can I think more divergently, create, and innovate?
  • How can I use my experience in science to learn to think and communicate clearly, logically, and critically in preparation for college and a career?
  • How can I best assess my own learning and progress?
  • How can I do these things in collaboration with my peers, teachers, parents, and community?

Unit Essential Questions

  1. What will happen when the Pacific Northwest experiences The Big One, and how can we survive and rebuild?

Understandings

  1. There is much evidence to show that the Pacific Northwest may be overdue for a major earthquake.
  2. Much of what we know is based on the comparison and correlation of evidence found in geologic features.
  3. This evidence is grounded in what we know about the Earth's history, especially the formation of geologic features over time.
Learning Targets: Science Practices

Students will be able to....

  1. Ask questions and define problems
  2. Develop understanding using models
  3. Analyze and interpret data
  4. Construct explanations and design solutions
Learning Targets: Students will
  1. describe the composition of the Earth's layers and the impact each layer has on other layers.
  2. describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation
  3. analyze and explain the evidence that suggests there may be a major subduction earthquake in the northwestern US (the “big one”).
  4. recognize the tectonic plate boundaries and be able to analyze and interpret evidence that supports how tectonic plates are moving.
  5. explain what causes compression and subduction at plate boundaries.
  6. analyze what types of geologic features are created by plate boundary interactions.
  7. locate earthquake epicenters and focal points and relate them to different types of plate boundaries.
  8. explain how earthquakes cause damage through the energy carried through different seismic waves.
  9. describe how the Richter/Mercalli scales measures earthquake's magnitude and intensity.
  10. develop a model to explain how tectonic plate movement can cause tsunamis.
  11. explain the impact that a large earthquake would have on buildings, utilities and transportation.
  12. examine the impacts on emergency services and human behavior after a large earthquake.
  13. use a hazard map to predict how a large earthquake would affect their lives based on specific locations within Oregon.

Terms:

  • Inner core
  • Outer core
  • Mantle
  • Crust
  • Ocean trench
  • Mid-ocean ridge
  • Mountain range
  • Magnitude
  • Tectonic plate
  • Cascadia Subduction Zone
  • Juan de Fuca Plate
  • North American Plate
  • Fault
  • Earthquake
  • Epicenter
  • Focus
  • Divergent
  • Convergent
  • Transform
  • Subduction
  • Liquefaction
  • P wave
  • S waves
  • Surface waves
  • Magnitude
  • Richter scale
  • Mercalli scale
  • Volcano
  • FEMA
  • USGS
  • NOAA

Handouts

Resources

Daily Learning Activities

Day 1 Tuesday, February 2

What do you know about the Earth? What evidence do you see?
  • Statements and evidence from your life, background, experience
  • First 30 minutes of the video Cascadia! The Fire Within
  • Record I Noticed and I Wonder statements

Day 2 Thursday, February 4

Learning Targets:

  1. Describe the composition of the Earth's layers by creating, labeling and annotating a diagram.

Terms - in teams, look up your assigned term for a layer of the Earth and be ready to explain to others:

  • Where the layer is located in the Earth
  • Composition, thickness, temperatures, physical description
  • How the layer interacts with other layers
  • What might help us all understand the layer and its impact on the other layers, especially the crust?

Day 3 Monday, Febuary 8

Learning Targets:

  1. Question the evidence that suggests there may be a major subduction earthquake in the northwestern US (the “big one”) by writing I Noticed and I Wonder statements.

Evidence from Cascaria! The Fire Within using our I Noticed and I Wonder statements

Day 4 Wednesday February 10

Website build and/or update.

Day 5 Friday February 12

Last part of Cascadia video

  1. Examine the evidence that suggests there may be a major subduction earthquake in the northwestern US (the “big one”), turning I Noticed and I Wonder statements into questions.

Add FAQ - Fequently Asked Questions page and add at least 3 questions you still have or questions you could answer for someone else.

Day 6 Wednesday February 17

Learning Target:

  1. describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation

Convection Current Lab

Discussion question: Why do we say that "heat rises?"

Terms: Brick Terms: Mortar
  • convection
  • convection current
  • fluid
  • density
  • model
  • mantle
  • crust
  • tectonic plate
  • core
  • heat
  • hot, cold
  • transfer
  • flows
  • rises
  • sinks
  • changes
  • through
  • study
  • observe
  • findings
  • claim
  • evidence

Complete the lab, recording the patterns you see in the convection currents on paper. Jot some rough answers to the questions and complete the analysis on your website.

Day 7 .Friday February 19

Complete the analysis questions on a google doc and link them to your website

Day 8 Tuesday February 23

Website updates andwrite 3 FAQ

Day 9 Thursday February 25

  1. recognize the tectonic plate boundaries and be able to analyze and interpret evidence that supports how tectonic plates are moving.
  2. explain what causes compression and subduction at plate boundaries.

Day 10 Monday February 29

What is the Ring of Fire?

  1. analyze what types of geologic features are created by plate boundary interactions.
Day 11 Wednesday March 2

What is the Ring of Fire? Pinpointing quakes on a Google map. Link the map to your website.

  • Make a folder in your Google drive titled IPS-lastname
  • Share with Anyone Who Has The Link Can Comment/View
  • Move your Convection Current doc to this folder
  • RING OF FIRE - March 2, 2016
    • Copy this doc into your IPS folder and answer the questions on YOUR Google doc. Link YOUR completed doc to the words RING OF FIRE, above, and delete this bullet point. 
Day 12 Friday March 4

What is an earthquake, and how is it measured? Internet Q&A

  1. develop a model to explain how tectonic plate movement can cause tsunamis.
  2. explain the impact that a large earthquake would have on buildings, utilities and transportation.
Day 13 Tuesday March 8
  1. examine the impacts on emergency services and human behavior after a large earthquake.

Unprepared video

Day 14 Thursday March 10

Unprepared video and discussion questions

http://watch.opb.org/video/2365573585/

Day 15 Monday March 14

13. use a hazard map to predict how a large earthquake would affect their lives based on specific locations within Oregon

Day 16 Wednesday March 16

FAQ Day 1

Day 17 Friday March 18 FAQ Day 2

Handouts

Linked Resources

Next Generation Science Standards

ESS1-5

Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

Engaging in Argument from Evidence

ESS2-2

Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

Analyzing and Interpreting Data

ESS2-3

Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

Developing and Using Models

Teacher Info

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