Brief Description

Southern Arizona is a harsh environment in many respects.  However, we feel safe from some of the types of natural disasters that strike other parts of the world.  The last earthquake with recorded damage was in the 19th century.  Volcanoes created many of the mountains in the area, but have been dormant or extinct during periods of human habitation.  Seasonal floodwaters move swiftly downstream and stay within well-defined channels.  Tornadoes have been identified but no damage to people or property has been recorded.  Hurricanes dissipate hundreds of miles away.  Therefore student experience with these phenomena is limited.
Earthquakes and volcanoes are often related events and both are related to movement of the Earth’s crustal plates.  Students will look at Real Time web sites to see where earthquakes and volcanoes are currently active in the world.  They will also research historical data on earthquakes and volcanoes.  Both current and historical data will be plotted on blank maps.  Students will compare historical and current occurrences determine causal factors and to predict future occurrences of both phenomena.  Since future occurrences may not fall within the school year, accuracy will have to be determined on the basis of logical thought rather than the actual happening. Though some geographic knowledge will be gained from these activities, the science and math objectives, alone, will be assessed.

Standards and Frameworks

Technology Standards

• 3T-E2  Use a variety of technology tools for data collection and analysis
• 3T-E1  Use formatting capabilities of technology tools for communicating and illustrating

• 1SC-E1 Identify a question, formulate a hypothesis, control and manipulate variables, devise experiments, predict outcomes, compare and analyze results, and defend conclusions
• 1SC-E3  Organize and present data gathered from their own experience, using appropriate mathematical analysis and graphical representations
• 2M-E1  Construct, read, analyze and interpret tables, charts, graphs, and data plots,
• 2M-E2  Make valid inferences, predictions and arguments based on statistical analysis

Academic

• Given current and historical data on occurrences of earthquakes and volcanoes in the world, students will work in small groups to select and create appropriate graphic displays of the data.
• Given current and historical data on occurrences of earthquakes and volcanoes in the world, students will formulate hypotheses to explain past occurrences and to make predictions for future occurrences using sound mathematical logic.

• Given computer access and time to search, students will observe Real Time data, and search archives in order to locate the place(s) and time(s) of earthquakes and volcanoes, past and present.
• After gathering data, students will create tables, graphs and Word documents which best display the information to classmates.

Keyboarding, editing, creating and using spreadsheets, finding web sites by use of URL and/or links.

Materials

Computer and Internet access, printer, art supplies for posters, blank world maps, reference world map with major features labeled

Accommodations for Special Needs

Small group work is a form of accommodation for all learners.  Students with Specific Learning Disabilities, Second Language Learners, and Gifted students will be assigned to groups based on teacher experience with each student.  Gifted students will prepare a written description outlining the contributions of each member of the group. In addition, they must enhance the final product in a way which utilizes the area of giftedness, and which they select.  For example, a student  gifted in Math may choose to create a graph, or extended statistical analysis.  Students with IEP will have outcomes modified to meet expectations.   Teacher’s expectations that each group member contribute to the project will be communicated at the beginning and facilitated throughout the process.

Procedures

• This lesson will be best if it can be conducted over two or more weeks, and could take the entire year in data collection if so desired.  The Real Time sites may not have a chance to change if it is compressed into too short of a time period.
• In a pre-lesson, introduce the class to the web sites they will be using, and the way to navigate within them. Musical Plates, and Real-Time Earthquake Information www.k12science.org/curriculum/musicalplates  Volcano World, <www.volcano.und.nodak.edu/vwdocs/current_volcs/current>
• Print out the prompt The President Wants You from Musical Plates.  Other forms available on this site may be printed out if desired, or students can use a journal to record data as it is collected.
• Introduce the project and assign the students to groups, being sure to take special needs into account.  Use teacher knowledge of students to avoid behavioral problems, and to ensure each group is balanced.
• Current events might provide the teacher with material for setting up the lesson.  If not, Mt. St. Helens, Northridge, or other recent information could be used.
• Either as a whole class, or as the first group activity, brainstorm to access students pre-knowledge about causes of earthquakes and volcanoes and the areas where they happen most often.
• Have students complete the student worksheet, which can be printed at the Musical Plates site linked above, prior to accessing computers.
• If a lab situation is available, go to the lab.  If not, schedule group time on classroom computer(s).  Provide URLs at the computers, and allow groups to access and record the information they find.  This step will be repeated as necessary to see change over time on the sites.
• The Musical plates site has numbered student activities.  Have students visit this site to complete Activities 2 and 3 as part of their analysis process.
• Next time groups are together after each computer session provide both reference maps (can be in a text book) and blank maps for students to plot data.  They should create different symbols for earthquakes and volcanoes, and a way to separate current from archival events. Their ability to do this will be one basis for evaluation.
• Another time should be provided for groups to create graphic displays of data.  If possible, provide computer access for creation of tables and graphs.  This will increase the use of technology for this project.  Again, choosing and creating appropriate, accurate displays will be one basis for evaluation.
• Next, return student worksheet from Musical Plates for revision based on research.
• Finally, students will write up a final report with predictions supported by data.
• After evaluating all student paper work, display visual presentations and invite groups to explain what they discovered to the class.

• Visual displays of data will be evaluated for appropriate format (eg line graph vs bar graph), and for accuracy of data.
• Written report will be evaluated for supporting details of hypotheses and conclusions, using a simple checklist based on the Scientific Method (Standard 1SC-E1)
• Students will submit a list of sources (bibliography) which will be checked for appropriateness to the task.  The links and URLs used by students must be recorded to ease replication by the evaluator and other students.
• (Teacher may choose to add objectives for Language Arts and Social Studies standards and evaluate accordingly)