Tectonic Movements and Earthquake Engineering
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Tectonic Movements and Earthquake Engineering

Grade 5Science2 days
The project 'Tectonic Movements and Earthquake Engineering' engages 5th-grade students in understanding how tectonic plate movements cause earthquakes and how structures can be designed to withstand them. Through hands-on activities like building tectonic plate puzzles and simulating earthquakes, students learn about plate tectonics, earthquake science, and engineering principles. The project emphasizes designing earthquake-resistant structures and developing earthquake preparedness strategies. It aligns with the Next Generation Science Standards and promotes critical thinking, creativity, and real-world preparedness, enhancing students' understanding of geoscience processes and engineering solutions through interactive learning experiences.
Tectonic PlatesEarthquakesEngineeringEarthquake-Resistant StructuresPreparednessGeoscienceDesign Principles
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How do the movements of tectonic plates cause earthquakes and how can we design structures that withstand their impacts?

Essential Questions

Supporting questions that break down major concepts.
  • What are tectonic plates and how do they move?
  • How do movements of tectonic plates cause earthquakes?
  • What happens to the Earth's surface during an earthquake?
  • How do scientists measure and predict earthquakes?
  • How can buildings and structures be designed to withstand earthquakes?
  • What are some examples of earthquake-resistant structures and their features?
  • How can individuals and communities prepare for an earthquake?
  • What role does technology play in earthquake prediction and preparedness?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Understand the movement and interaction of tectonic plates and how they cause earthquakes.
  • Learn how geoscience processes such as erosion, earthquakes, and volcanic eruptions change the Earth's surface.
  • Explore the principles of designing earthquake-resistant structures.
  • Develop strategies for earthquake preparedness and safety measures.

Next Generation Science Standards

MS-ESS2-2
Primary
Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.Reason: The standard is closely related to understanding how tectonic plate movements, a geoscience process, cause changes in Earth’s surface, particularly through rapid processes like earthquakes.
3-5-ETS1-1
Primary
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.Reason: The standard aligns with the project's goal of designing earthquake-resistant structures, which involves identifying criteria for success and constraints on materials and costs.

Entry Events

Events that will be used to introduce the project to students

Engineer for a Day Challenge

Present students with a problem: "Your city is prone to earthquakes – how would you design a new school that can withstand them?" Provide various materials and let them brainstorm initial design ideas. This hands-on approach introduces concepts of engineering and safety while relating directly to students' own experiences at school.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Tectonic Plate Puzzle

Students will learn about the Earth's tectonic plates by assembling a puzzle that represents the Earth's crust. This activity helps students visualize how plates fit together and move, introducing them to the concept of tectonic movement.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Provide students with a map of the world divided into tectonic plates.
2. Explain the major tectonic plates and their boundaries.
3. Have students cut out the plates to create puzzle pieces.
4. Students piece together the puzzle to identify how the plates fit and potentially move against one another.

Final Product

What students will submit as the final product of the activityA completed puzzle representing Earth's tectonic plates, showing understanding of plate boundaries and movement.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-ESS2-2 as it introduces students to tectonic plates and their potential for movement as part of geoscience processes.
Activity 2

Simulated Earthquakes

Students simulate earthquakes using simple materials to see how different magnitudes affect structures. This activity provides hands-on understanding of how tectonic movements translate into seismic activity and their effects on the surface.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Construct simple structures using blocks or other stackable materials.
2. Use a shaking platform (e.g., a tray or board) to simulate different earthquake magnitudes.
3. Observe and record how structures respond to shaking at various intensities.
4. Discuss which structural designs were most stable and why.

Final Product

What students will submit as the final product of the activityObservational report on how various structures withstand simulated quakes of different magnitudes.

Alignment

How this activity aligns with the learning objectives & standardsSupports MS-ESS2-2 by demonstrating the effects of tectonic movement (earthquakes) on Earth's surface through practical simulation.
Activity 3

Designing Earthquake-Resistant Structures

Students apply engineering principles to design and test their own earthquake-resistant structures. Emphasizes criteria for success and constraints, aligning with engineering standards.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce principles of earthquake-resistant design (e.g., base isolation, cross-bracing).
2. Provide materials for students to build their structures (e.g., straws, clay, cardboard).
3. Students draft designs considering specified criteria and constraints.
4. Construct, test, and refine their structures using a similar simulated earthquake setup as in previous activities.

Final Product

What students will submit as the final product of the activityA model of an earthquake-resistant structure, tested and refined to meet design criteria.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 3-5-ETS1-1 by engaging students in a hands-on engineering task to design a structure with specified success criteria and constraints.
Activity 4

Earthquake Preparedness Plan

Develop an earthquake preparedness plan to ensure safety at home and school. This activity integrates knowledge from structured design and geoscience to devise practical safety measures.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research common safety measures and preparedness strategies for earthquakes.
2. Draft a plan outlining safety procedures before, during, and after an earthquake.
3. Create informational materials (e.g., posters, brochures) to share with the class.
4. Present the preparedness plan to peers, emphasizing key safety actions and their importance.

Final Product

What students will submit as the final product of the activityA comprehensive earthquake preparedness plan, including informational materials to educate others.

Alignment

How this activity aligns with the learning objectives & standardsSupports 3-5-ETS1-1 by having students identify practical safety needs and solutions based on engineering principles and scientific understanding of earthquakes.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Plate Tectonics and Earthquakes Assessment Rubric

Category 1

Understanding of Tectonic Plates

Assesses students' comprehension of tectonic plates, their movements, and their role in causing earthquakes.
Criterion 1

Identification of Tectonic Plates

Ability to identify and assemble the major tectonic plates of the world, demonstrating understanding of their global distribution.

Exemplary
4 Points

Accurately identifies all major tectonic plates and assembles them correctly, demonstrating a thorough understanding of their global distribution and boundaries.

Proficient
3 Points

Correctly identifies most major tectonic plates and assembles them with minor errors, indicating a solid understanding of their distribution.

Developing
2 Points

Identifies some tectonic plates with several errors in assembly, showing an emerging understanding of their distribution.

Beginning
1 Points

Struggles to identify or assemble major tectonic plates, showing limited understanding of their layout and distribution.

Criterion 2

Explanation of Plate Movements

Evaluates the ability to explain how tectonic plate movements cause earthquakes.

Exemplary
4 Points

Provides a detailed explanation supported with evidence on how tectonic movements cause earthquakes, including specific examples.

Proficient
3 Points

Explains how plate movements cause earthquakes with some detail and examples.

Developing
2 Points

Gives a basic explanation with general ideas on how plates cause earthquakes.

Beginning
1 Points

Presents little to no understanding of how tectonic movements lead to earthquakes.

Category 2

Engineering and Design Principles

Evaluates the application of engineering principles in designing earthquake-resistant structures.
Criterion 1

Design and Construction of Models

Assesses the creativity, functionality, and testing of student-designed earthquake-resistant models.

Exemplary
4 Points

The model is creatively designed, meets all design criteria, and functions exceptionally well under testing scenarios.

Proficient
3 Points

The model is well-designed, meets most criteria, and functions properly in testing with minor adjustments needed.

Developing
2 Points

The model shows basic design, meeting some criteria, but requires significant improvements in testing.

Beginning
1 Points

The model does not meet design criteria and shows fundamental flaws during testing.

Criterion 2

Application of Engineering Concepts

Evaluates understanding of engineering concepts in designing solutions within constraints.

Exemplary
4 Points

Demonstrates a sophisticated understanding and application of engineering concepts, designing solutions well within constraints.

Proficient
3 Points

Applies engineering concepts effectively with some awareness of design constraints.

Developing
2 Points

Applies some basic engineering concepts with limited consideration of constraints.

Beginning
1 Points

Shows minimal application of engineering concepts with little to no consideration of constraints.

Category 3

Safety and Preparedness Strategies

Evaluates the development and presentation of earthquake preparedness plans.
Criterion 1

Development of Preparedness Plan

Assesses the thoroughness and practicality of an earthquake preparedness plan.

Exemplary
4 Points

The plan is comprehensive, practical and includes detailed safety strategies before, during, and after an earthquake.

Proficient
3 Points

The plan is clear and practical, with effective strategies for earthquake safety.

Developing
2 Points

The plan covers basic safety measures with several strategies needing improvement.

Beginning
1 Points

The plan lacks necessary detail and practicality for effective earthquake preparedness.

Criterion 2

Presentation and Communication Skills

Evaluates the effectiveness of communication when presenting safety plans to peers.

Exemplary
4 Points

Presents the preparedness plan clearly and persuasively with excellent communication skills, engaging the audience effectively.

Proficient
3 Points

Communicates key ideas effectively with clear and organized presentation.

Developing
2 Points

Presents the plan with some clarity, but lacks full engagement or organization.

Beginning
1 Points

Struggles to present ideas clearly, lacking organization and engagement.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How did participating in the various activities enhance your understanding of tectonic plates and their movements?

Text
Required
Question 2

Which activity did you find the most helpful in understanding how earthquakes affect structures, and why?

Text
Required
Question 3

How confident do you feel about your knowledge of earthquake preparedness strategies after completing the project?

Scale
Required
Question 4

In your opinion, what was the most challenging aspect of designing an earthquake-resistant structure, and how did you overcome it?

Text
Optional
Question 5

How likely are you to use the earthquake preparedness plan you developed, or share it with others, in the event of an earthquake?

Multiple choice
Required
Options
Very unlikely
Unlikely
Neutral
Likely
Very likely