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Class discussion will lead to the summarization of the concepts learned during the previous lessons. Students will apply the knowledge gained in a form of assessment.
Ideas for introducing Lesson 4:
Some time ago I suggested a scenario in which you had a great job offer,
selling earthquake insurance, and you only had to decide where you would
work: London, England; New York City; Fairbanks, Alaska; or Brisbane, Australia.
I asked the question: “How could we find out where your chances
of success would be the highest?”
What have you discovered?
Elicit from your students that you would want to work where there was a good chance that earthquakes occur. And that would be along a plate boundary. Ask the students if it would matter which type of plate boundary you were near? Review what the students have learned about divergent, convergent, and transform boundaries: their location, direction of movement (type of earthquake), and depth. Then have students proceed to the assessment activity.
Activities in this lesson: one
Classroom time: 1 class period
From this lesson, students will understand that:
- The location, depth, and type of earthquake provide evidence for plate tectonics (CA Standard: 6.1a)