Unit Course: Earthquakes

 

Lesson 1: Reading

Basic Knowledge on Earthquakes

 

Objectives:

At the end of this lesson, you will be able to:

l master the vocabulary about earthquakes.

l read and comprehend the selected text.

l have a basic understanding of earthquakes, explain where and why earthquakes happen, what earthquake hazards are, and what should people do before, during, and after an Earthquake in speaking

l be accustomed to the jigsaw activity and group work.

l develop communicative competence.

 

Warm-up

Let's listen to a song and you are encouraged to sing follow the lyrics if you can.

https://youtu.be/3ZAOmgV5omk (Links to an external site.)

 

 

 

 

Activity 1. 

Let's learn some vocabulary about earthquakes.

mantle

 

Tectonic plates

 

Oceanic plates

Continental plates 

 

Seismic waves 

Epicenter

Fault

Tsunami 

 

 

 

Activity 2. Jigsaw

 

Step 1 The class is divided into 4 groups, with 4 students in a group reading the corresponding part of the material https://www.mtu.edu/geo/community/seismology/learn/earthquake-location/ (Links to an external site.)

Group 1 read Where Do Earthquakes Happen?  （read and stop by “Earthquakes usually occur where two plates are running into each other or sliding past each other.”)

Group 2 read Why Do Earthquakes Happen?  ( read and stop by “The place right above the focus (at the ground surface) is called the epicenter of the earthquake.” )

Group 3 read What are Earthquake Hazards?

Group 4 read What Should I Do Before, During, and After an Earthquake?

 

Step 2 The class is regrouped into different groups with each student in the new group being from a different ‘expert’ group and in turn share with your ‘jigsaw’ group the part of material you have read.  The others ask questions to ensure all have a good understanding. All of you in a group work together to complete the diagram.

https://docs.google.com/document/d/1ersCJJzZzn5tPNzRs1fdSmoAPWjdG0ggq1Xsb1T4OTE/edit?usp=sharing (Links to an external site.)

 

Step 3 Check the diagram with the whole class

 

Activity 3. Group discussion

 

Work in groups and discuss the following questions:

1. Where do earthquakes usually occur？

2. Use the information in reading to analyze why the frequent earthquakes in Japan.

3. Why do earthquakes cause floods and fires?

4. What measures will you take to save yourself if there is an earthquake?

Assessment

 

Exit ticket

Write down what do you learn in today's class and what questions you what to ask(on a sticky note).

 

 

Homework

You are required to search and read one piece of the news report about the earthquake and report it to the whole class next week.

 

 

Lesson 2: Listening

How to Survive an Earthquake

 

Objectives:

At the end of this lesson, you will be able to:

· demonstrate the comprehension of the selected video about earthquakes.

· ask and answer questions about the video.

· present tips on how to survive an earthquake to others

 

Activity 1.  Warm-up

Fill in the KWL chart on the topic of how to survive an earthquake and share it in groups.

What do you know?	What do you want to know?	What do you learn?/ Any questions?

 

Activity 2.  Pre-listening

Learn the following vocabulary that will appear in the video:

tectonic plates

debris

Earth's crust

seismic waves

Use Quizlet to do the word matching to consolidate understanding of these words.

https://quizlet.com/695409337/match (Links to an external site.)

 

Activity 3.  While-listening

https://www.youtube.com/watch?v=r5EbbrVXoQw (Links to an external site.)

1. Listen to the video (not watch the video) for the main idea. 

2. Tell whether the following statements are true or false.

     1) When you smell any gas leak, turn off electricity and gas.

     2) Tall shelves, televisions, and glass windows are the first things to fall.

     3) Hiding behind a table is useless for surviving from debris.

3. share and discuss your answers in pairs.  

 

Activity 4. Watch the video, complete the outline and answer some questions.

 

How to survive an earthquake

1. Watch your surroundings

If you are near any tall____, ____, or____, you’ll need to _______ immediately.

1. Drop, cover, and hold on

First, you’ll want to ______ to the ground, and ______ some cover.

Next, hold and wait until the ________.

1. keep on waiting

Even after the earthquake stops, it’s best to ____________for 1 to 2 minutes.

1. Check for injures

Check on your loved ones, or anyone else near you, to see if they need _________.

1. Check for structural damage

After you’ve done what you can for the people around you, identify other _________ in your area. Smell to detect ________, and look around for any major structural damage.

1. Go to your meeting place

You should have two meeting places arranged. One should be ___________,  in the event of a smaller earthquake, and one outside you neighborhood, in case __________ happens.

1. When do you need to check what is around you?

 

  2. Why even after the earthquake stops, it is best to keep on waiting?

 

  3. Why should you arrange two meeting places?

 

Activity 5. Doughnut circle

Discuss the following questions and demonstrate  your knowledge:

1. What are the tips about surviving an earthquake you get from the video?

2. What else do you know about protecting yourself from an earthquake.

3. What do you think the government can do to help people acquire basic knowledge about earthquakes?

 

Assessment

Exit ticket (Complete the KWL chart )

Write down what do you learn in today's class and what questions you what to ask. Compare what you know before and after class.

What do you know?	What do you want to know?	What do you learn?/ Any questions?

 

Homework

Record a video ( about 3 min) about giving others some tips on surviving an earthquake based on what you learned today and last class.

 

 

 

 

 

Lesson 3: Speaking

 School’s Actions on Earthquakes

 

Objectives:

At the end of this lesson, you will be able to:

Discuss how can teachers and schools do to protect students and staff when earthquakes happen.

1. Present your points of view about earthquakes through the role-play.

2. Research online to find information about school’s earthquake preparedness and think critically about its improvement.

Warm-up

 

Watch a video about earthquakes that happened in school. And discuss it.

https://www.youtube.com/watch?v=0ag99jKAt-o (Links to an external site.)

 

 

Activity 1. 

 

Let’s research what emergency plans schools make to protect students from earthquakes.

Step 1 You can use laptops and the internet to search online to find out how to do middle schools deal with an emergency situation of earthquakes.

Step 2 I will share with you what our school prepared for earthquakes situation(earthquake education, emergency exit, escape route...)

Step 3 Make a graphic organizer based on the earthquake emergency plan. below is a model.

	Who	Action	Material support	P.S.
Before earthquakes
While earthquakes
After earthquakes

 

Activity 2. Role Play

 

You will divide into groups of 4.  Everyone in a group has a different role (a teacher, a student, a headmaster, and a seismologist). You will hold a meeting to discuss how to improve the emergency plan to protect the school members when earthquakes happen.

You can use computers to research on the internet to look for the information you need.

As a result, each group needs to make a graphic organizer illustrate an emergency plan.

 

Activity 3. Press conference

 

Students who play the roles of headmasters give a presentation on their modified emergency plan by turns. After a headmaster’s presentation, students from other groups taking the roles of “correspondents” need to question the plan, and other roles in the presentation groups take the responsibility to answer the questions.

 

Assessment

Exit ticket. You will be given a sticky note. Write what you take away from today's class and what you still question. Stick it on the wall in the back of the classroom.

 

Homework

Record a video presenting their emergency plan on earthquakes and upload it to Flipgrid.