Transcript Bridges and Earthquakes

1. The Question
Bridges are big and beautiful structures,
but they also need to be safe and secure
for the millions of people who cross over
them everyday. This can be a challenging
task especially in an area prone to
earthquakes. Thousands of earthquakes
occur each year and cause great damage
and devastation to communities world-wide.
How can bridges be designed
to withstand an earthquake?
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Click here to see some
incredible earthquakes!
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2. Building Background Knowledge
These web-based resources will
enhance your knowledge
regarding earthquakes and
bridges. Use the organizer to
take notes.
A. Click here for important
vocabulary
B. Earthquake glossary will give
you information you need to
know.
C. Read How Bridges Work
D. Watch Building An Earthquake
Resistant Bridge (YouTube video)
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3. The Student Activity
You will design a bridge that will
withstand an earthquake. Build
Your Bridge
Complete the data chart
Bridges That Can Take a Shake
Record your findings from testing
your bridge at the Build a Bridge
site. Try different designs and
quakes!
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4. The Assessment Activity
Now that you have constructed your bridges, respond to the following
question:
Which bridge type can withstand the biggest earthquake? How do the
geographic location and what the bridge needs to span factor into the
type of bridge and safety features? Use what you have learned about
bridge design, safety features and magnitude to support your answer.
Open a Word document and respond to the prompt. Your teacher will
direct you about saving or printing.
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5. Enrichment Activities
Try this! Make a Quake
Detector!
Try this! Create an earthquake
preparedness plan using this
document!
Puzzles and Games
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6. Teacher Support Materials
Teacher Notes:
Objective: Students will be able to collect and analyze data in order to explain the
relationship between magnitude and earthquakes.
Differentiation: Direct students who need conceptual analysis to the fourth resource,
Earthquakes For Kids. This resource is useful because it divides information
using text features which aid in ease in comprehension from basic to
advanced level of reading. In the reaction portion of the earthquake simulation,
you can have the students work in pairs or in groups. The extension activities
infuse practical experiences and applications of new learning. Further, the
simulations could be reduced to three simulations with the more highly able
students performing 6.
Time Management Strategies: It is suggested that this activity be in one or two
class periods.
Technology Infusion. Students should a be familiar with opening hyperlinks in both
the documents and in the Power point presentation. The students should also
be familiar Microsoft Word, entering text in boxes, clicking into boxes.
Students need to be introduced to use of the flip cam for the extension
activites.
AVID Strategy: The following AVID strategies are supported in this lesson: inquiry
based learning, quick write (reaction and analysis) and use of Costas and
Bloom questioning.
Learning Styles: Field Dependent, Field independent, Visual and Reflective
Learners, Global Understanding
Maryland State Curriculum Goal:
Standard 2.0 Earth/Space Science: Students will use scientific skills and
processes to explain the chemical and physical interactions (i.e., natural
forces and cycles, transfer of energy) of the environment, Earth, and the
universe that occur over time.
Topic A: Materials and Processes That Shape A Planet
Indicator 1: Identify and describe that some changes in Earth's surface occur
rapidly while other changes occur very slowly.
Indicator 2
Recognize and explain how major geologic events are a result of the movement
of Earth's crustal plates.
Objectives
b. Recognize and explain that major geologic events (earthquakes, volcanic
activity, sea floor spreading) occur along crustal plate boundaries.
Common Core Standards :Reading Standards for Literacy in Science and
Technical Subjects 6–12
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Compare and contrast the information gained from experiments,
simulations, videos, or multimedia sources with that gained from
reading a text on the same topic.

Draw evidence from informational texts to support analysis, reflection,
and research.
Next Generation Science Standards:

MS-ETS1-3: Analyze data from tests to determine similarities and
differences among several design solutions to identify the best
characteristics of each that can be combined into a new solution to
better meet the criteria for success.
\Last update: : July, 2015
Created by Keishauna Banks Revised by: Rona Cross
BCPS Research Module or Slam Dunk Model, Copyright 2003, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit
school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk
Lesson module.
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