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Earthquakes

Grade 8, Science

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Description of Unit

In this task, students will study catastrophic events, their causes, and their impact on various ecosystems. Students will explore the frequency of events, movement of tectonic plates, formation of landforms, impact of weather, and other potential causes. Students will then select a catastrophic event and use a medium of their choice to produce a presentation that includes the following information: the type of catastrophic event, causes of the event, the environmental impact, effects on the Earth’s surface, the human/societal impact, and possibilities for preparedness. The subject areas covered by this unit are science, English language arts, and social studies.

This guide links the Earthquakes unit to the Texas Essential Knowledge and Skills (TEKS) for eighth-grade students. Earthquakes is a science unit that allows students to explore catastrophic events (e.g., earthquakes, landslides, volcano eruptions, hurricanes, floods) and discuss the causes and effects of these events. Students will select a catastrophic event and use a medium of their choice to produce a presentation that includes the following information: the type of catastrophic event, causes of the event, the environmental impact, effects on the Earth’s surface, the human/societal impact, and possibilities for preparedness. The following document includes the applicable TEKS and the details of the Earthquakes unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Introduce students to catastrophic events through a group discussion. Begin with questions related to recent historical events that students may recognize. Some questions to facilitate the discussion include the following:
    • What does the word catastrophic mean?
    • What are some natural events that fit that definition?
    • What are some causes of these events?
    • How long have these events been occurring?
    You can enhance the discussion with historical photos and articles depicting some of the more prominently documented natural disasters in our world’s history. Additionally, students could form small groups, conduct research on a historical catastrophic event, and present information and statistics to the class (e.g., damages in dollar amounts, lives lost, intensity of the event, preventative measures).
  2. Give an overview of scientific concepts that affect catastrophic events, such as the water cycle, the Earth’s inner structure, weathering, and erosion. You may wish to use simple class demonstrations, informational videos, or labs.
  3. Students will conduct research and create a list of all events considered catastrophic. Some students may be surprised at what fits into this category. Students can use Google Maps (http://google.com/maps) to view maps of different areas of the Earth, noting how the surface has changed over time (e.g., landform locations, glacier sizes). Google provides instructions on how to view historical imagery in maps (https://support.google.com/earth/answer/148094?hl=en).
  4. In pairs or small groups, students will discuss what they know about catastrophic events. Students will record their discussion notes in a research journal.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Individually or in small groups, students will select a specific type of natural disaster/catastrophic event to research and learn about.
  2. Asking guiding questions. Students will develop and ask three to five guiding questions. Examples include the following:
    • What is the environmental impact of the event?
    • Are human/societal factors affecting the frequency of the event?
    • Are there any regulations in place concerning preventative measures for the event?
    • How is the event “changing the face of earth”?
    • What specific events affect my region/state?
  3. Designing a research proposal. Students will include numerous components in the research proposal, including the following:
    • The type of natural disaster
    • Three to five questions that the student or student group will investigate
    • Hypothesized answers to the guiding questions, using scientific justification (this is a great way for students to use background knowledge prior to doing research)
    • A list of proposed resources
      • Statistical resources
      • Primary accounts of this type of event (e.g., news articles)
      • Scientific journal articles discussing theories behind the causes of this type of event
    • An outline of the final presentation
  4. Conducting research. After the teacher has approved proposals, students or student groups will begin researching their selected type of catastrophic event. During this process, students should keep a journal of information they find and a list of cited resources. This journal should also contain the design plan for the final product. Allow students to return to their initial design to edit their original ideas. Should students wish to change their final product, allow for changes to be made in their research journal and a second proposal to be submitted.

B. The product

Students will use a medium of their choice to present information on their selected type of natural disaster/catastrophic event. All presentations should include the following:

  1. Type of catastrophic event
  2. Causes
  3. Environmental impact
  4. Effects on the Earth’s surface
  5. Human/societal impact
  6. Preparedness

C. Communication

Students/student groups will present their findings using a medium of their choice. Students should use good eye contact, articulate speech, and prudent time management to ensure the success of their presentations.

D. A completed project consists of:

  1. A research proposal
  2. A research journal
  3. A presentation outline
  4. A Works Cited page
  5. A final presentation

This unit may address the following TEKS.

110.24., English Language Arts and Reading, Grade 8, Adopted 2017

110.24(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.24(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.24(b)(5)(G)
evaluate details read to determine key ideas;
110.24(b)(6)(A)
describe personal connections to a variety of sources, including self-selected texts;
110.24(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.24(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.24(b)(6)(I)
reflect on and adjust responses as new evidence is presented
110.24(b)(8)(D)(i)
the controlling idea or thesis with supporting evidence;
110.24(b)(8)(D)(ii)
features such as footnotes, endnotes, and citations
110.24(b)(8)(D)(iii)
multiple organizational patterns within a text to develop the thesis;
110.24(b)(12)(F)
synthesize information from a variety of sources;
110.24(b)(12)(A)
generate student-selected and teacher-guided questions for formal and informal inquiry;
110.24(b)(12)(B)
develop and revise a plan;
110.24(b)(12)(D)
identify and gather relevant information from a variety of sources;
110.24(b)(12)(G)
differentiate between paraphrasing and plagiarism when using source materials;
110.24(b)(12)(H)
examine sources for:
110.24(b)(12)(I)
display academic citations and use source materials ethically
110.24(b)(12)(C)
refine the major research question, if necessary, guided by the answers to a secondary set of questions;
110.24(b)(12)(J)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
110.24(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.24(b)(1)(A)
listen actively to interpret a message by summarizing, asking questions, and making comments;

112.20, Science, Grade 8

112.20(b)(10)
Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems.
112.20(b)(10)(A)
recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents;
112.20(b)(10)(B)
identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts;
112.20(b)(10)(C)
identify the role of the oceans in the formation of weather systems such as hurricanes.
112.20(b)(11)
Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems.
112.20(b)(11)(C)
explore how short- and long-term environmental changes affect organisms and traits in subsequent populations;
112.20(b)(11)(D)
recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems.

113.20, Social Studies, Grade 8

113.20(b)(11)
Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century.
113.20(b)(11)(B)
describe the positive and negative consequences of human modification of the physical environment of the United States;

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.A.2
Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.B.1
Read technical and scientific articles to gain understanding of interpretations, apparatuses, techniques or procedures, and data.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.IV.A.1
Recognize how scientific discoveries are connected to technological innovations.
S.IV.B.1
Understand how scientific research and technology have an impact on ethical and legal practices.
S.IV.B.2
Understand how commonly held ethical beliefs impact scientific research.
S.IV.C.1
Understand the historical development of major theories in science.
S.IV.C.2
Recognize the role of people in important contributions to scientific knowledge.
S.IX.A.1
Know the major features and characteristics of atmosphere, geosphere, hydrosphere, and biosphere.
S.IX.A.2
Understand relationships and interactions among atmosphere, geosphere, hydrosphere, and biosphere.
S.IX.A.3
Possess a scientific understanding of the history of Earth’s systems.
S.IX.A.4
Utilize the tools scientists use to study and understand the Earth’s systems.
S.IX.E.1
Describe the evidence that supports the current theory of plate tectonics.
S.IX.E.2
Identify the major tectonic plates.
S.IX.E.3
Describe the motions and interactions of tectonic plates.
S.X.E.1
Describe the different uses for land (land management).
S.X.E.2
Understand the use and consequences of pest management.
S.X.E.3
Know the different methods used to increase food production.
S.X.E.4
Understand land and water usage and management practices.
S.X.E.5
Understand how human practices affect air, water, and soil quality.

Social Studies:

SS.I.A.1
 Use the tools and concepts of geography appropriately and accurately.
SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.I.C.1
 Evaluate different governmental systems and functions.
SS.I.C.2
 Evaluate changes in the functions and structures of government across time.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.
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