Norwood Public School
Earthquakes and Volcanoes
 

General guidelines:
* E
ach assigned item below should be typed on its own page and suitable for placing in a 3-ring binder or book.  
* Each page should be numbered
(in the upper right hand corner) with the item
number below.
* The question being answered should be typed at the top of each page. 
     
* Each page should be free from spelling and grammatical mistakes.  
* There should be no terms crossed out.
*  The names of the students completing the work should be typed in the upper right hand corner of the page submitted.

1.   Vocabulary for earthquakes. Each student will be assigned one or two words to define and find a picture of.  All words, images, and definitions will be combined together and copied for all students.

2.   Select three of the world's most destructive earthquakes .  Write a paragraph about each of the earthquakes you select and show pictures demonstrating the type of damage earthquakes cause.

3.   Where have earthquakes occurred today ? Select one day.  Visit the hyperlink.  Plot the 20 earthquakes that have occured on your chosen day on a map by their latitude and longitude.

4.   Differentiate the focus and the epicenter - create a poster on an 8.5" by 11" sheet of paper.  Label the terms, be able to show how each differs from the other. Neat work is expected.

5.   What are the different scales used to rate or describe earthquakes?  You must discuss the two most commonly used methods.  How did the earthquake and subsequent tsunami in 2004 score on the two top scales?

6.    Complete the Skill Builder on page 136. (Obtain the book from Mrs. Snyder)  Make sure you spend sufficient time on this activity. 

7.    What is the Pacific Ring of Fire? How do seismologists use the information that this geological feature provides?

8.    Differentiate ground level and landscape evidence of earthquakes.   This information is found in your text, read the section that pertains (Chapter 7).

9.    What factors determine how much damage an earthquake causes? This information is found in your text.  You may also read the section that pertains in Chapter 7 of Mrs. Snyder's reference book.
10.  Visit the USGS web site .  Create a tri-fold pamphlet to advertise this site. Include the type of information available here, the URL and other interesting facts.

11. Find an activity or coloring page to show faults and seismographs. Color the page, or do the activity and submit it.

12.  Complete this Earthquake Crossword on line. (Print a both a blank and finished copy to include in your portfolio).

13.   Create a word search of terms relating to the Richter Scale for measuring earthquake intensity. (Print a blank copy to include).

14.   Surfing for Earthquakes .  Follow the directions for this activity.  Note you need a period of at least 5 days to complete this.
extra credit activity
15.   Life along the fault line.  Visit this link and read one of the stories about life during the earthquake at Loma Prieta.  Explain some of the daily challenges faced by the people who lived there.  Write two to three paragraphs of five sentences (minimum) each.

16.    Find an activity to model P-waves and S-waves.  Write a lab for 4th grade students.  Visit this link to generate your lab.  Include background reading from appropriate web sites.

17.  Building for the Big One - can buildings be made earthquake proof? View the animation and tell how the foundation of buildings can be designed to better withstand the stress caused by an earthquake. (Consult your text page 208 - 2004 Edition.)

18.   Earthquake and tectonic plate study.

19.   Each student will be assigned a three to four day period of time to gather eaqrthquake data.  This real time data will then be plotted to see if a pattern emerges on  Mrs. Snyder's world map.

The complete portfolio will be collected on the due date given in class.  Click here  for the grading rubric

This page was created and is maintained by K. Snyder, 2015


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