AALL Internet Lesson: Earthquake!
Teacher’s Page If you
have any comments/questions please contact Claire
Ludovico
Learning Level : ABE 2/3
Arizona Standards/Indicators
Reading
Indicator A: Applies recognition and decoding strategies to pronounce
and derive meaning of unfamiliar and technical words
4. Applies context clues to confirm meaning of figurative, idiomatic,
and technical words
Indicator B: Applies reading skills to interpret functional and
informational text, e.g., consumer information, newspapers, civics
documents, science publications
1. Identifies the main idea, critical details, and author’s point of
view and relates them to other sources, real life, and related topics
Writing
Indicator B: Applies the writing process to complete a variety of
writing tasks
3. Writes a paragraph of approximately 75 words on topic of own
choosing, including a topic sentence followed by details to support the
main idea
Science
Indicator B: Adult learners understand the impact of science and
technology on human activity and the environment as it relates to the
past, present, and future.
5. Describe how technology affects the definitions of, access to, and
use of resources and the effects of population on those resources.
6. Describe how human activities can induce hazards through resource
acquisition, urban growth, land use decisions, and waste disposal.
7. Analyze the risk factors associated with natural, biological,
chemical, social (occupational safety and transportation), and personal
(smoking, diet, and drugs) hazards.
Indicator E: Adult learners understand the composition, formative
processes, and history of the Earth, the solar system, and the universe.
(Earth and Space Science)
3. Describe the composition ( including the formation of minerals,
rocks, and soil) and the structure of the Earth (including landforms,
oceans, and lithospheric plates); explain the processes involved in the
formation of the Earth’s structures.
5. Explain how Earth processes seen today, including erosion, movement
of lithospheric plates, and changes in atmospheric composition, are
similar to those that occurred in the past.
Social Studies:
Geography Standard: The adult learner uses and applies social studies
concepts in a variety of situations.
Indicator: Demonstrates the use of geographic tools to locate and
analyze information about people, places, and environments.
2. Describes and locates major natural and human-made features that
define regions in the US and in the world.
3. Constructs and interprets maps, charts, graphs and geographic
databases
New AZ Standards Alignment
ABEII & III
ABEII & III
Technology: Indicator E Learners develop and implement a research strategy to find accurate, relevant, and appropriate information sources
ABEII & III Science: Indicator F Earth and Space Science
ABEII & III Social Studies: Indicator D Geography
Lesson Overview:
This lesson provides an overview and elementary understanding of
earthquakes. Basic vocabulary, how earthquakes happen, and preventive
measures to diminish damage or harm in the event that one should occur
are presented. While most of Arizona lies in a fairly low hazard area
for earthquakes, the state is bordered by high hazard areas whose
earthquake effects can sometimes be felt here. In addition, proximity
creates frequent opportunities for visitations to these areas by Arizona
residents.
Warm-up:
1. Write the word earthquake on the board. Ask if anyone has ever
experienced one.
2. The discussion could include:
What did you do?
How did you feel?
Was there any damage?
What would you do if there was one here now?
Student Activity:
Direct students to the Earthquake!
lesson. Print a copy for each student.
Post Assessment:
In a group setting, review answers on student worksheets. Make sure
students understand myths (California is going to fall into the ocean)
vs. facts. Discuss what and where students would do or go if an
earthquake happened while students were in classroom.
Reaching Out:
Using some of the additional links found at the end of the Student
lesson, have students pick a famous earthquake from history and report
on it, or have them compare two earthquakes from history, perhaps a
recent one to one of which they had no personal knowledge (that is, from
before they were old enough to watch television).
Back to AALL Lesson Page