Total Duration: |
31 to 60 Minutes |
Materials and Resources: |
Each student needs:
For the entire class to share:
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Technology Resources Needed: |
Computer and Projector to show the video. Students will need devices in order to complete the reading activity at the end of the lesson. |
Background/Preparation: |
Background information for the teacher can be found at this link. Teachers will need to prepare the Jell-O the night before the activity so that it is fully set when students begin the activity. Pour the Jell-O into five 8½-inch square pans to be shared by four students, or in one large pan for the entire class to share. There is no need to build an example for students to follow - this will limit their creativity and the engineering process. The activity works best with fresh (soft) marshmallows. As the marshmallows sit out and dry out, the marshmallows and the structures become stable and rigid. Do not leave the Jell-O uncovered too long, as it dries out and becomes less fluid, which affects the activity results. Inform students that in a science lab or during science experiments, nothing should ever be put into their mouths. Safety: Inform students that in a science lab or during science experiments, nothing should ever be put into their mouths. The marshmallows and Jell-O are not for consumption. Instead, set some aside for a treat after the activity. |
The detailed procedures/activities can be found at this link. 1. Show this video titled Earthquake 101. 2. Pass out the Earthquake Journal page. Tell students they will use this to record new knowledge and observations throughout the lesson. 3. Discuss with the class what a civil engineer does, and how their job relates to buildings and earthquakes. 4. Pass out the marshmallows and toothpicks. These are the only materials they can use to build their structure. 5. Students should place their completed models on the pan of Jello. Next, tap the pans on the bottom to simulate the waves in an earthquake. 6. Students can redesign and rebuild as many times as they need, in order to build the best structure. 7. Students should draw their best structure in their science notebooks. 8. Have students work in pairs to partner read the following PBS article. As they read, students should answer any questions that they recorded in their science notebook as well as record any new vocabulary words they come across (such as tectonic plates, focus, epicenter, surface waves, body waves, P waves, S waves, aftershocks, seismograph, Richter scale) in the vocabulary section. 9. Have students complete their earthquake journal page. 10. Have a class discussion about their new knowledge and observations. |
Assessment Strategies |
Students will be evaluated using teacher observation during the experiment and notebook responses/drawings. Are students able to identify some of the characteristics that allow a building to withstand an earthquake, create a model of a building using toothpicks and marshmallows, and explain why people need to be knowledgeable about earthquakes and the damage they can do? |
Acceleration: |
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Intervention: |
Students who need remediation will be paired with a higher level student for the reading activity. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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