* Each 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
. Write a paragraph about each of the earthquakes you
select and show pictures demonstrating the type of damage earthquakes
| 3. Where have earthquakes
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
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
on page 136. (Obtain the book from Mrs. Snyder) Make sure you
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
|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
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
| 13. Create a word search
of terms relating to the Richter Scale for measuring earthquake
intensity. (Print a blank copy to include).
Surfing for Earthquakes . Follow the directions for this
activity. Note you need a period of at least 5 days to complete
||extra credit activity
| 15. Life
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
stress caused by an earthquake. (Consult your text page 208 - 2004
| 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.
for the grading rubric.
This page was created and is maintained by K. Snyder, 2015