Natural Disasters Unit

Springfield College
Unit Plan Template
Teacher: Rachel London Date: 2/10/17-2/

Subject: Science: Natural Disasters Grade Level: 4
Brief Summary of the Unit:

a) Students will
Know:
a. Natural disasters affect ecosystems
b. Mankind can take measures to help prevent or lessen the damages caused by natural
disasters
c. Mankind has opportunities to help restore ecosystems after a natural disaster
d. There are several types of natural disasters that occur in different areas across the
globe
e. The difference between a natural disaster and a natural hazard
Understand:
f. Natural disasters have a human impact as well as an environmental impact
g. Engineering can provide preventative measures as well as solutions for when a
natural disaster occurs
b) It is important for students to learn about natural disasters and engineering because it is a
phenomenon that happens around the world. This unit teaches students about different
things that occur around the world. They are taught what to do in cases of emergencies and
how engineering can prevent further damage. There are many different kinds of natural
disasters and many different ways in which scientists and engineers can prepare people for,
and even prevent, natural disasters.
c) Students will be given the information in a variety of different ways. The information will
be given to them in the form of a PowerPoint slideshow, chart paper, interactive videos,
and fill-in worksheets. Students will be given the opportunities to use laptops, perform
experiments, use personal whiteboards, and journal entries to retain the given information.
d) These teaching methods are the best choices to teach natural disasters because they will be
provided the information in the form of a slideshow where the students will be actively
involved by filling in worksheets. They will then get to see a video of that natural disaster
which gives them a visual representation and a more detailed explanation of what it looks
like when that type of natural disaster occurs. Then, they will get to do an activity that will
give them a kinesthetic way of learning about plate tectonics, volcanic lava, and an
earthquake-resistant structure. The students diverse needs will be met with the variety of
teaching strategies and methods used throughout the lesson.
Stage One Desired Results
What do we want the students to learn?
Massachusetts Framework Standards:
4-ESS3-2: Evaluate different solutions to reduce the impacts of a natural event
such as an earthquake, blizzard, or flood on humans.
4.3-5-ETS1-3: Plan and carry out tests of one or more design features of a
given model or prototype in which variables are controlled and failure points
are considered to identify which features need to be improved. Apply the
results of tests to redesign a model or prototype.
Enduring Understandings:
Big Ideas:
o Students will be able to independently use their learning to:
o Students will understand the difference between a natural disaster
and a natural hazard.
o Students will be able to communicate ideas effectively in writing
to suit a particular audience.
o Analyze mechanisms of cause and effect in natural and designed
systems based on physical and chemical principles.
Concepts:
o Natural disasters have a human impact as well as an
environmental impact.
o Engineering can provide preventative measures as well as
solutions for when a natural disaster occurs.
o Mankind can take measures to help prevent or lessen the
damages caused by natural disasters.
o There are several types of natural disasters that occur in different
areas across the globe.
Essential Questions:
1. How can natural disasters affect ecosystems in both positive and
negative ways?
2. How can mankind help restore both natural and man-made ecosystems?
3. What can mankind do to help prevent damages caused by natural
disasters?
Content: Natural disaster, natural hazard, plate tectonics, landslides,

volcanoes, earthquakes, tsunamis, engineering, preventative measures and
tools
Critical Thinking Skills:
Students will be skilled at:

Using evidence to support claims about the role of mankind in preventing and restoring
ecosystems that are affected by natural disasters
Making observations and collecting data about natural disasters
Designing and testing prototypes for preventative measures against natural disasters
Students will be able to independently use their learning to:

Communicate ideas effectively in writing to suit a particular audience
Analyze mechanisms of cause and effect in natural and designed
systems based on physical and chemical principles
Stage Two Assessment Evidence

What will the students have to do in order to demonstrate their
understanding of the material?
Performance Tasks:
Informal- turn & talks, sharing as a class, comprehension questioning
throughout the lessons, students paraphrasing important information, true or
false check-ins
Students will have fill-in worksheets to be filled in throughout the unit.
Students will be completing 4 activities/experiments throughout the unit,
which have worksheets that will be completed.
Students will have 3 weeks to complete an at-home project where they are
assigned a natural disaster and have a rubric to follow for the presentation of
their gathered research.
Other Evidence: quizzes, tests, prompts, etc.

Exit Tickets
Journal entries
Fill-In Worksheets
Natural Disaster Projects
Natural Disasters Test (end of unit)
Self-Assessments and Reflection:

Throughout the unit, students will be gathering information on certain natural
disasters. I am able to track their progress on the fill-in worksheets as well as
informal questioning throughout the lesson. When I notice that students are
struggling to grasp a certain concept, I took more time to explain that
material. Students will be taking 2 exit tickets throughout the unit, which will
let them know how much of the material they comprehend and if they are
putting in the extra time at home to study using the natural disasters study
guide. There is a take home project that they will complete over the course of
3 weeks. They are assigned the project at school and are given websites and
project links to use to research about their topic from home. Student should be
working on that over the 3 week period and then be able to present it to the
class the day that it is due. Students will be taking the natural disasters test at
the end of the unit. They should have been studying the study guide
throughout the unit in order to be prepared for the test. The test consists of 12
questions and every question is taken from the study guide.
Stage Three Lesson Plans
Teacher: Rachel London Date: 2/8/17
Subject: Natural Disasters Grade Level: 4
Title of Lesson: Introduction to Natural Disasters Lesson Length: 40 minutes
Overview of the Lesson

Lesson Summary: The students will be introduced to the science unit-natural disasters. The lesson
will start with a turn and talk about what they already know about natural disasters and then a
share of what they discussed with their buddies. We will jot down the brainstormed ideas on a
piece of chart paper and add new information as the lessons progress. We will have a short
overview discussion of some different types of natural disasters. I will then show a BrainPop video
that discusses various natural disasters and hazards and the impact they can cause. I will then guide
the students into understanding that the difference between a natural disaster and a natural hazard
is that a natural hazard has the potential to cause damage to people, but doesnt necessarily, while a
natural disaster is a natural hazard that affects human populations. I will give a volcano example to
show the difference between a hazard and disaster (Mt. Pinatubo). The students will paraphrase
what each is and what the difference between the two are. We will then debrief with a true/false
check in (4 different questions/scenarios). The students will go to one side of the carpet for true
and the other side of the carpet for false.
Lesson Objectives: The students will be able to

Distinguish between natural disasters and natural hazards and explain why engineers care about
natural disasters.
Understand that natural disasters have a human impact as well as an environmental impact.
Discover that engineering can provide preventative measures as well as solutions for when a
natural disaster occurs.
Materials/Equipment to be Used in Teaching the Lesson:

Smartboard (PowerPoint slideshow)
Computer
Chart Paper
Natural Disaster Fill-In Worksheet (LLD Students)
4-ESS3-2: Evaluate different solutions to reduce the impacts of a natural event such as an
earthquake, blizzard, or flood on humans.
Big Ideas: The students will understand that
The difference between a natural disaster and a natural hazard. A natural hazard has the
potential to cause damage to people, but doesnt necessarily, while a natural disaster is a
natural hazard that affects human populations.
Natural disasters affect ecosystems.
Concepts:
Natural disasters have a human impact as well as en environmental impact.
Engineering can provide preventative measures as well as solutions for when a natural disaster
occurs.
Mankind can take measures to help prevent or lessen the damages caused by natural disasters.
There are several types of natural disasters that occur in different areas across the globe.
What is a natural disaster?
What is a natural hazard?
How can natural disasters affect ecosystems in both positive and negative ways?
How can mankind help restore both natural and man-made ecosystems?
What can mankind do to help prevent damages caused by natural disasters?
Content
Factual Content: Natural Disasters vs. Natural Hazards
(See attached page for definitions)
Vocabulary: Avalanche, earthquake, engineer, flood, forest fire, hurricane, landslide, natural
disaster, natural hazard, thunderstorm, tornado, tsunami, volcano
Tier 1: earthquake, flood, forest fire, hurricane, thunderstorm, tornado, volcano
Tier 2: avalanche, engineer, landslide, natural disaster, natural hazard, tsunami
Tier 3:
Critical Thinking Skills (Reading, Writing, Speech, Listening)

Reading: Students will be reading information presented on the Smartboard. Students will be able
to take that information and understand the differences between natural disasters and hazards.
Speech: Students will be utilizing turn & talks with their buddies and sharing with the class along
with being asked to respond to a variety of comprehension and true/false questions.
Listening: Students will be listening to the information being presented to them by the teacher as
well as listening to their classmates when their peers are sharing throughout the lesson. They will
also be actively listening during a BrainPop video and be able to recall important information.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Informal (Pre-Lesson)
Turn & Talk
Share (Chart Paper)
Informal (Mid-Lesson)
Comprehension questioning throughout the lesson
Students paraphrasing important information
Formative (Post- Lesson)
True or False Check In Exit
Accommodations
Accommodations:
MC, FC, AF, GM, DV, AZ are LLD.
o These students will be given a fill in the blank worksheet that they will have to fill
in throughout the lesson and unit to keep them engaged and on task.
AA, CB, MC, FC, SF, AF, DG, ZG, GM, DV, AZ should all be seated in the first two rows
on the carpet. If they do not sit there on their own the teacher needs to redirect them to the
front of the carpet to keep those students engaged. It will also be easier for the teacher to
keep an eye on them. Mrs. Gebo will sit on the outside of the carpet near these students
keeping them engaged by giving quiet/friendly reminders.
AA, SF, and ZG may not sit next to each other.
NB, CB, BP, MM, JS, and CS have to be spread out around the carpet. They are very easily
distracted by each other when sitting next to/near one another.
Action/Instructional Procedures
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Anticipatory Set: (hook)

o Early in the morning on August 29,2005, Hurricane Katrina struck the Gulf
Coast of the United States. When the storm made landfall, it had a Category 3
rating bringing sustained winds of 100-400 miles per hour and stretched some 400
miles across. The storm itself did a great deal of damage, but its aftermath was
catastrophic including massive flooding. Hundreds of thousands of people in
Louisiana, Mississippi, and Alabama were displaced from their homes, and
experts estimate that Katrina caused more than $100 billion in damage. (History)
This is an example of what our next science unit is going to be about.
o We are going to start learning about natural disasters! Throughout the next few
weeks we will be learning the difference between a natural disaster and a natural
hazard, diving into some specific natural disasters, and how engineers/engineering
can provide preventative measures as well as solutions for when a natural disaster
occurs.
Step One: [10 minutes]

o What is a natural disaster? Were going to do a turn and talk with your buddy and
discuss and share what you already know about natural disasters. What are some
questions that can help us to recall what we may know already?
Thought provoking questions: Think about what a natural disaster is, what
types of natural disasters there are, what the weather may be, and the
location of certain disasters. [2 minutes]
o Lets share out what we already know and put our ideas on chart paper. We will
revisit this and add on as we continue our learning.
Expect students to share out natural forces that cause destruction such as
volcanoes, earthquakes, tsunamis, floods, hurricanes, tornados, landslides,
etc.
Step Two: [10 minutes]
o We already discussed some types of natural disasters during our share; lets see if
the ones we mentioned are in the following BrainPop video. Well check off any
of the natural disasters we already have on our list, and add the ones we forgot to
mention.
o As you watch the video, think of these two questions:
What did the video say were natural disasters?
What were some examples the video talked about that we should add to
our list?
Watch BrainPop video [4:11]
o Lets add the natural disasters that we forgot:
Hurricanes, thunderstorms, tornadoes, winter storms, floods, drought,
earthquakes, tsunami, volcanoes, wildfires [list of natural disasters
attached]
Step Three: [10 minutes]

o We are now going to find out what a natural hazard is and what a natural disaster
is and the difference between the two.
o What is a natural hazard? A natural hazard has the potential to cause damage to
people, but doesnt necessarily.
o What is a natural disaster? Natural disasters are natural hazards that affect human
populations.
o For example: Volcanoes are natural hazards because they have the potential to
erupt and affect humans. Mt. Pinatubo, a volcano, erupted in the Philippines in
1991 destroying communities and taking the lives of 300 people, making the Mt.
Pinatubo eruption a natural disaster.
A volcano is a natural hazard until it erupts and damages the human
population. If a volcano erupts and no damage is done to the human
population, is it a natural hazard or disaster?
o Turn & Talk: quickly turn and talk with your buddy and paraphrase with each
other what a natural hazard and a natural disaster is and why the eruption of Mt.
Pinatubo is classified as a natural disaster.
o [Draw a popsicle stick] <Chosen student> can you paraphrase in your own
words what a natural hazard is. <Chosen student> can you paraphrase in your
own words what a natural disaster is. <Chosen student> can you
paraphrase/explain why the eruption of Mt. Pinatubo is a natural disaster.
Step Four: [2 minutes]

o Engineers learn about our planet so that humans can exist with and survive its
natural hazards. Engineers must be aware of natural hazards in order to prevent or
minimize their harmful effects on people and property. They create devises that
detect natural hazards, build structures to withstand them, and invent devices to
study them. Our homes withstand the powerful forces of wind, snow, water, fire,
and moving earth. Engineers design avalanche beacons and airbags, lighting rods,
and all kinds of environmental sensors. They also design special equipment to fiht
fires on the ground and from the air.
Closure: [10 minutes]

True or False Check In Debrief (Assessment)
o True or False: Natural hazards and natural disasters are exactly the same thing.
(False: Natural hazards are natural occurrences on our planet that have
destructive powers, while natural disasters are what we call specific natural
hazards that caused the destruction of human settlements and lives).
o True or False: The 1906 San Francisco earthquake that left nearly 300,000 people
homeless was a natural disaster. (True: This earthquake was a specific event that
caused lots of destruction to the people and property in that city).
o True or False: A nuclear power plant meltdown is a natural hazard. (False: A
nuclear power plant is created by humans and is therefore not a natural event.)
o True or False: Engineers can help prevent destruction caused by natural disasters.
(True: Engineering can provide preventative measures as well as solutions for
when a natural disaster occurs.)
o BONUS (if time) True or False: A fire that started by a burning candle and
destroyed the personal belongings of all the people who live in an apartment
building is a natural disaster. (False: This fire sounds like a disaster, but it was
caused by humans and is therefore not considered a natural disaster.)
Time permitting extra comprehension questions (Reiteration/ Assessment)
o What is a natural hazard? (A natural event that has the power to damage or
destroy property as well as injure or take lives. We discussed that volcanoes,
earthquakes, tsunamis, floods, hurricanes, tornados, and landslides are examples
of natural hazards.)
o What is a difference between a natural disaster and a natural hazard? (Natural
hazards are natural occurrences that prose danger to human settlements and lives,
while natural disasters are specific happenings that harm people).
o Why are studying and understanding the natural events of our planet important for
engineers? (Engineers must understand hazards and disasters in order to create
devices that can monitor, predict, prevent, and/or minimize the impact of natural
forces as well as design structures so people can survive them.)
Homework/Extension Activities: Study the natural disaster study guide given out at the
beginning of the week; there will be a test at the end of the unit!
Teacher: Rachel London Date:
Subject: Science Grade Level: 4
Title of Lesson: Plate Tectonics Lesson Length: 40 minutes
Lesson Summary: The students will be learning about plate tectonics, which
causes natural disasters. The lesson will start with a turn and talk then a share
of what a natural disaster is and what a natural hazard is from the last lesson.
We will then watch a BrainPop video about plate tectonics. We will go over the
vocabulary that we learned throughout the video and write them in our
science notebooks. We will have a discussion about how the movements of the
plate tectonics result in dangerous natural disasters around the world like
earthquakes, volcanoes, and tsunamis. We will then do the Plate Tectonics
activity. It consists of an aluminum pan, Styrofoam cup, water, and a
worksheet. The students will rip the cups into smaller pieces, which represent
the major tectonic plates underlying the earths surface. First the students will
notice what they see in the spaces between the Styrofoam pieces. The
students will then gently bump the two plates together. They will write what
happened on the surface from a bump like this below, if it could push magma
into a mountain range, and if it can cause an earthquake. Then they will push
one plate under the other to see what will happen to the water (magma).
What would happen on earth from magma shooting up? Once the experiment
is finished, we will debrief and talk about what we noticed when we moved the
plates around and what the effects on Earth would be.

Understand that the slow moving currents in the mantle cause sections of the
Earths crust to move above. When the currents get moved around, they
change the Earth because they crash into, pull apart from, and rub against
each other.
Understand what Pangaea, the Mid-Atlantic Ridge, and the Ring of Fire is.
Successfully model plate tectonics and what theoretically happens when
plates shift/bump together and the effects of that.

Computer
Fill-In Notes
Aluminum pan
Styrofoam cup
Water
Plate Tectonics worksheet

The theory of plate tectonics says that Earths outer layer is made up of large,
moving pieces called plates. All of Earths land and water sit on these plates.
The plates are made of solid rock. Under the plates is a weaker layer of
partially melted rock called magma. The plates are constantly moving over
this weaker layer.
When the plates get moved around, they change the Earth because they crash
into, pull apart from, and rub against each other. These interactions do some
pretty serious damage. On Earth, these tectonic events result in dangerous
natural disasters around the world, like earthquakes, volcanoes, and tsunamis.
Concepts:
Natural disasters have a human impact as well as an environmental impact.
Engineering can provide preventative measures as well as solutions for when
a natural disaster occurs.
Mankind can take measures to help prevent or lessen the damages caused by
natural disasters.
How can natural disasters affect ecosystems in both positive and negative
ways?
Content
Factual Content: Plate Tectonics
Vocabulary: natural disaster, mantle, currents, earthquake, volcano, tsunami,

tectonic plates, Mid-Atlantic ridge, lithosphere, Ring of Fire, Pangaea, magma,
convergent boundary, divergent boundary, transform boundary
Tier 1: mantle, currents, earthquake, volcano, tsunami, magma
Tier 2: natural disaster, tectonic plates, Mid-Atlantic ridge, lithosphere, Ring of

Fire, Pangaea
Tier 3: Convergent boundary, divergent boundary, transform boundary

to take that information and understand what plate tectonics are and how they affect the ecosystem.
with being asked to respond to a variety of comprehension and true/false questions. Students will
also be participating in the Plate Tectonics Activity where they will effectively be working in
groups of 3.
also be actively listening during a BrainPop video and be able to recall important information.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,

Informal/Formal)
Informal
Turn & Talk
Shares
Completion of the Plate Tectonics activity
Written notes/journals/fill-in worksheet
Accommodations
Accommodations B1:
NA, JH, EG, DF need to be spread out throughout the carpet; they may
not sit next to each other. They are very easily distracted by each other
when sitting next to/near one another.
NA, SD, DF, EG, JH, NM, SS should all be seated in the first two rows on
the front of the carpet to keep those students engaged. It was also be
easier for for the teacher to keep an eye on them.
Accommodations B2:
o These students will be given a fill in the blank worksheet that they
will have to fill in throughout the lesson and unit to keep them
engaged and on task.
AA, CB, MC, FC, SF, AF, DG, ZG, GM, DV, AZ should all be seated in the
first two rows on the carpet. If they do not sit there on their own the
teacher needs to redirect them to the front of the carpet to keep those
students engaged. It will also be easier for the teacher to keep an eye
on them. Mrs. Gebo will sit on the outside of the carpet near these
students keeping them engaged by giving quiet/friendly reminders.
NB, CB, BP, MM, JS, and CS have to be spread out around the carpet.
They are very easily distracted by each other when sitting next to/near
one another.
Anticipatory Set: (hook) Yesterday we learned the differences between a natural hazard
and a natural disaster. Who can remind me what a natural hazard is? Who can remind me
what a natural disaster is? Now, keeping those in mind we are going to learn about some
of the specific causes of certain natural disasters- earthquakes, volcanoes, and tsunamis.
Step One: The surface of our planet is constantly changing. This movement is one of the
main causes of natural disasters. Lets watch a BrainPop movie all about plate tectonics
to help us understand this better. Then, we will complete an experiment to help us make
sense of plate tectonics. While the BrainPop video playing think of these questions:
o What are Plate Tectonics?
o What is Pangaea?
o What is the Mid-Atlantic Ridge?
o What is the Ring of Fire?
Step Two: BrainPop Video

Questions
o What is Pangaea? All of the land was packed into a single supercontinent. The
theory is that the giant landmass split into chunks and slowly drifted apart. This
turned into Wegeners theory of continental drift: the earths crust is split up into
dozens of pieces called tectonic plates, which float on top of the mantle.
Warmed by the blazing-hot core, the mantle churns in circular convection
currents, dragging tectonic plates along for the ride.
o What is the Mid-Atlantic Ridge? - Mountain range running 10,000 miles along
the ocean floor. The farther you got from the ridge, the older the sea floor was.
o What is the Ring of Fire? - Chain of volcanoes found along the Pacific Ocean
o What are Plate Tectonics? - Plates bouncing off each other, oceans
expanded/contracted, land masses smashed into each other and broken apart
(earthquakes-seismic activity)
Important Information
o Seafloor Spreading- rock being forced up from inside the planet (rock formation
in action).
o The deeper you go into the Earth, the hotter it gets. At the core (middle inside) it
is the hottest. The mantle is the middle section. The lithosphere is the rigid layer
of solid rock of the Earth (cracked into pieces each one a different shape/size-
plates being dragged apart by different forces inside the planet).
o Convention currents- the very hot material at the deepest part of the mantle
rising, then cooling, sinking again and then heating, rising, and repeating the cycle
over and over.
o Convergent, divergent, transform boundaries- pressure on earths crust
o Magma- weaker layer of partially melted rock
Step Three: Plate Tectonics Activity Prep
o Weve learned that slow moving currents in the mantle cause sections of Earths
crust to move above. When the currents get moved around, they change the Earth
because they crash into, pull apart from, and rub against each other.
o On Earth, these tectonic events result in dangerous natural disasters around the
world, like earthquakes, volcanoes, and tsunamis.
o Were going to get into groups of 3 to perform an experiment that will help us
mimic what happens when tectonic plates slide, collide, and move apart.
o In each group you will need:
1 aluminum pan
1 styrofoam cup
1 inch of water in the pan
A Plate Tectonics worksheet for each group member
Step Four: Plate Tectonics Activity (see the attached worksheet)

o Step 1: Tear the cup into about 12 pieces to represent the major tectonic plates
underlying the earths surface, and float them on the water. This models the
lithosphere.
o Step 2: Pull the Styrofoam pieces apart. What do you see in the space where the
Styrofoam pieces once touched? What might this create?
o Step 3: Now, gently bump two plates together. What might happen on the surface
from a bump like this below? Could it push magma into a mountain range? Would
this cause an earthquake?
o Step 4: Now, push one plate under the other. Remember, water is magma in our
model, so what might you get here on Earth from magma shooting up?
o Step 5: Take turns experimenting with some other ways that the plates might
interact. Be ready to share your ideas with the class.
Step Five:
o What are the takeaways of the plate tectonics activity?
o What did you notice when the pieces were just floating in the water? Specifically
about the water (magma)?
o What did you notice when you bumped the two plates together?
Closure: Debrief about plate tectonics. Have the students paraphrase what plate tectonics
are and how they affect the Earth. Tomorrow, we will learn about another natural disaster:
landslides!
Title of Lesson: Landslides Lesson Length: 80 minutes
Lesson Summary: The students will be studying the natural disaster-
landslide. The lesson will start with a turn and talk about what the previous
science unit, weathering and erosion, might give us some background
knowledge of what a landslide is. We will then watch a mystery science video
to learn all about landslides and what some preventative measures are. We
will then do the saving my slide-city home activity, which gives more of a
real world perspective to the students. They are given a city under a hill that
has been affected by a landslide. Their task is to design and draw a plan that
will protect their house from a landslide or prevent a landslide.

Understand what a landslide is, the causes of a landslide, and the human and
environmental impacts of a landslide.
Effectively brainstorm: what causes a landslide, what causes all of the rocks to
come down at once, how you can protect yourself from a landslide, and how
you can stop a landslide before it starts.
Complete the saving my slide-city home worksheet with a description of
what their plan is to protect their house/prevent a landslide and a drawing to
go along with it.
Computer
Interactive Fill-In Worksheet
Post-Its
Saving My Slide-City Home Worksheet

A landslide is when rocks are falling from the mountainside (loose rocks at the top of a
mountain tumble down).
Landslides are caused from freezing water & plant roots that break the rocks into smaller
pieces. When it rains it makes the mountain slippery which causes the rocks to fall all at once.
Steep hills with angles of about 35 degrees or more are classified as hills that could potentially
suffer a landslide- when wet, any loose rocks tend to come tumbling down
Worse kind of landslide: a hill of rocks that have already tumbled down the mountain. There is
another steep hill that is formed from those loose rocks. When a lot of rain occurs, it loosens the
rocks and the entire foundation crumbles down and slides off.
Engineers can come up with preventative tools/ measures to prevent a landslide from occurring
or causing damage to the human population.
Concepts:
Natural disasters have a human impact as well as en environmental impact.
Engineering can provide preventative measures as well as solutions for when a natural disaster
occurs.
Mankind can take measures to help prevent or lessen the damages caused by natural disasters.
There are several types of natural disasters that occur in different areas across the globe.
How can natural disasters affect ecosystems in both positive and negative
ways?
What is a landslide?
What can be built to prevent a landslide?
Content
Factual Content: Landslides
Vocabulary: landslides, natural disaster, natural hazard, buttress, boulder
Tier 1: natural disaster, natural hazard, boulder
Tier 2: buttress, landslide
Tier 3:

to take that information and understand the causes of landslides and some preventative measures
that can be taken.
with being asked to respond to a variety of comprehension questions. Students will also be
brainstorming ideas on how to prevent landslides and what can be built to stop damage from
happening.
also be actively listening during a Mystery Science video and be able to recall important
information.

Informal/Formal)
Informal
Turn & Talk
Share
Formative
Interactive fill-in worksheet
Saving my slide-city home worksheet
Accommodations
Accommodations B1:
easier for the teacher to keep an eye on them.
Accommodations B2:
one another.
Anticipatory Set: (hook) We mentioned many types of natural disasters yesterday during
our lesson. We wont have enough time to explore every natural disaster in this unit, but
we will explore some, and share how engineers and scientists are working together to
prevent their damaging effects. Today we will be learning about landslides. What do we
already know from our previous unit on weathering and erosion that might give us some
background knowledge about landslides?
Step One: Turn and talk with your buddy about what you already know about landslides
and how the previous unit on weathering and erosion could give us some background
knowledge on landslides.
Step Two: Mystery Science Video- Landslides

Questions:
o What causes a landslide?
o Rain causes loose rocks to slide down the mountain.
o What causes all of the rocks to come down at once?
Loose rocks at the top of mountains (freezing water & plant roots that
break the rocks into smaller pieces). When it rains it makes the mountain
slippery which causes the rocks to fall all at once.
Angles of about 35 degrees or more- when wet, any loose rocks tend to
come tumbling down
Video Information:
o Landslide: rocks falling from the mountainside
River of Land- mud, pebbles, rocks, boulders
o Worse kind of landslide: a hill of rocks that have already tumbled down the
mountain. There is another steep hill that is formed from those loose rocks. When
a lot of rain occurs, it loosens the rocks and the entire foundation crumbles down
and slides off.
o What would you look for to decide whether its a safe place to camp?
o Engineer: people who solve problems by designing and building things
Step Three: Saving My Slide City Home

o Brainstorm 1: How can you protect your house from a landslide?
Put all brainstormed ideas onto the board.
o Look at a simple drawing of the town. Look at how the landslide started in slide
city. Look at the mountain and the town. Remember that it was raining a lot,
which made the hillside very slippery. The hillside was covered in loose rocks. If
the rocks get wet enough, what will happen? They will slide.
o Brainstorm 2: How can you stop a landslide before it starts?
Put all brainstormed ideas on the board.
o Make a plan to save your house in slide city- pick out a few ideas that will work
best. 1 rule: the idea that you choose can not be too silly- you have to pick
something you could actually do!
Step Four: Saving My Slide-City Home Worksheet
o Have the students working independently. They will be given the save my slide-
city home worksheet where they have to identify the name of their plan, explain
how the plan will protect the house or prevent a landslide, and draw the plan in
the provided box.
o Once all students have finished pick popsicle sticks to have a few students present
their ideas. Discuss these two questions after each:
What is one thing you really like about this idea?
Can you think of one thing that would improve this idea?
Closure: Buttress Being Build to Stop Landslide Video

o After sharing a few of the students ideas for saving my slide-city home, watch the
brief video about whats being done to prevent a landslide in Utah.
o Think about these two questions:
What did you notice about the devastation after the landslide?
Have students share what they noticed.
What did they build to help stop the landslide?
The buttress temporarily/permanently stops the landslide.
Building a buttress, which is a stone-reinforced wall, can prevent
landslides.
Subject: Science- Natural Disasters Grade Level: 4
Title of Lesson: Volcanoes Lesson Length: 80 minutes
(2 periods)
Lesson Summary:
[Day 1] Students will explore the patterns of where volcanoes exist in the
world today and where volcanoes have existed in the past. In the mapping
volcanoes activity, students will use coordinates to locate volcanoes in
different regions of the world to identify a major pattern of volcanoes known
as the Ring of Fire.
[Day 2] Students will investigate how differences in lava types explain
difference in the shape and eruption patterns among volcanoes. In the
activity, students will experiment with lava of different thicknesses to solve
the mystery.
Understand the difference between a cone volcano and a shield volcano.
Understand the difference between a cones lava and a shields lava.
Understand the difference between basalt rock and felsite rock.
Understand how volcanoes erupt.
Computer
Interactive Fill-In Worksheet
Pencil & Red Marker/ Pencil
Volcano Mapping Sheets
https://drive.google.com/drive/folders/0Bw_Hi8kJflbIN3lOM3puWDVnS2s
Volcano Discoveries Worksheet
https://drive.google.com/drive/folders/0Bw_Hi8kJflbIN3lOM3puWDVnS2s
Lava Experiment:
Plastic Cups
Water
Glue
Straw
Lava Experiment Worksheet

There are two types of volcanoes that have different types of lava, which cools
into different types of rock.
The Ring of Fire is a pattern of volcanoes found along the Pacific Ocean.
Under the right conditions, when plates are pushed together of pulled apart,
volcanoes are created.
Volcanoes always occur in groups.
Concepts:
A shield volcano erupts gently and has a lava flow that is thin and moves
quickly and cools into basalt rock.
A cone volcano erupts explosively and has thick lava that cools into felsite
rock.
What is a volcano?
How does a volcano erupt?
Where are most volcanoes in the world located?
Content
Factual Content: Volcanoes
Vocabulary: volcano, cone volcano, shield volcano, Ring of Fire, basalt,

felsite,
Tier 1: volcano
Tier 2: cone, shield, Ring of Fire
Tier 3: basalt, felsite

to take that information and understand the differences in volcanoes and some preventative
measures that can be taken.
with being asked to respond to a variety of comprehension questions. Students will also be
brainstorming ideas on different types of volcanoes and how one volcanos lava is different than
another.
also be actively listening during a Mystery Science video and be able to recall important
information.

Informal/Formal)
Informal
Turn & Talk
Share
Formative
Discovering Volcanoes Worksheet
Volcano Mapping Worksheet
Accommodations
Accommodations B1:
Accommodations B2:
one another.
Day 1- Could a volcano pop up in your backyard?
Anticipatory Set: (hook) Today we will be working with a partner to learn about
volcanoes and where they occur!
Step One: Before we begin, turn and talk to answer this question: Could a volcano pop up
in your backyard? Why or why not?
o Have the students turn and talk and then ring the chime to share out a few
partners ideas. Have the students explain yes or no in detail as well as have
students respond to each other using accountable talk.
Step Two: Mystery Science Video

o What is lava?
Lava flows out of a volcano. It is a hot, liquid rock. Anything that lava
touches instantly starts a fire. When lava cools, it hardens to rock- basalt.
o Do volcanoes occur in specific regions? Can they pop up in random places or is
there a pattern to where they are located? Lets find out in the following activity!
Step Three: Volcano Activity- Mapping out Volcanoes Around the World
o Students will work in partners/ small groups to complete a volcano mapping
activity.
They will mark/plot volcanoes on one of the following maps: Asia,
Australia, North America, and South America.
o Students will need a regular pencil and a red marker or red colored pencil for the
activity. Students will also be given one of the four maps & the volcano list that
goes along with it.
o When students are finished mapping out all of their volcanoes, they will begin to
look for any patterns they see on their map(s) and discuss with their partner/small
group.
To map out the volcanoes students will: look at the volcano list- each
location is written as a number & a letter. On the map there are also
numbers & letters. Students will go through the lists of volcanoes that
correspond with the given continent and plot the locations of the
volcanoes. (One partner will be the announcer and the other will be a
marker.)
When students are done plotting volcanoes, they will work on the
Volcano Discoveries worksheet & answer the questions.
o The teacher will then collect the finished maps & put four together. This will
show North & South America through Asia and Australia. Students will notice a
pattern of where volcanoes are located. We will discuss these questions:
If you had to describe where the volcanoes are, what would you say?
Can you draw a path that connects most of the volcanoes on the map?
Where would you draw it?
o Ring of Fire- circle of volcanoes around the edge of the Pacific Ocean. 75% of the
worlds volcanoes are located in the curve of the ring of fire. Volcanoes always
occur in clusters or groups (never alone).
o Extinct Volcano: a volcano that does not erupt anymore. You can find extinct
volcano and lava rocks (basalt) all over the globe.
Step Five: Volcanoes- Debrief

o Suppose you wanted to tell an explorer where to look for volcanoes. Where would
you tell him to find them?
You can find more volcanoes near the ocean than you can in the middle of
the continent.
o Describe how the volcanoes on your map are arranged.
The volcanoes are in groups near the coast.
o What if you wanted a volcano to pop up in your backyard? Where would you
choose to live and why?
I would live near the coast in a spot where there are other volcanoes. Most
of the volcanoes on our maps are in groups on the coast.
Closure: Tomorrow well talk about different kinds of volcanoes and why they explode.
Day 2- Why do some volcanoes explode?
Anticipatory Set: (hook) Today we will be learning about different types of volcanoes. Do
we think theres only one type of volcano? Or are there multiple different kinds?
Step One: Mystery Science Video

o While watching this video think about: Why do some volcanoes explode?
Pause the video to have students share why some volcanoes explode and
some do not.
o Think about: What are the two different kinds of volcanoes? What is different
about them?
o Looking at the 6 pictures on the board, what do you notice about the shape of the
kinds of volcanoes that explodes and the kind that doesnt explode?
Kind that explodes: tall cone shape (cone volcano) explosive volcano
Kind that doesnt explode: wide short (shield volcano) gentle volcano
o Looking at the 4 pictures on the board, what do you notice about the rocks from a
volcano that explodes vs. rocks from a volcano that doesnt explode?
Kind that explodes: pale/light colored (pink/tan)- felsite
Kind that doesnt explode: dark colored (grey/black)- basalt
o Cone Volcano vs. Shield Volcano
These volcanoes have different types of rocks because they erupt different
kinds of lava.
Thin, runny lava turns into basalt rock.
Thick, pasty lava- could shoot out steam and fire- thick like
toothpaste/peanut butter turns into felsite rock.
Step Two: Lava Experiment: Bubbles form in lava as it rises up from deep underground.
With a straw, you can simulate bubbles in your lava, too.
o Step 1: Stir each sample with your straw, and then blow bubbles into each cup.
Note: bubbles in the thick lava may not look like the bubbles youre used to.
Watch for craters when they burst through the surface.
o Step 2: Which lava is it easiest to blow bubbles in? Thin or Thick
o Step 3: See if you can blow just 1 bubble in each cup.
Can you do it in the thin lava? Explain.
Can you do it in the thick lava? Explain.
o Step 4: How are the bubbles different in the different lavas?
o Step 5: With your partner, put 1 spoonful of the thin lava on the plate. Try to make
it into a mountain-shape. Draw a picture in the box showing how tall it turned out.
o Step 6: Now, with your partner, put 1 spoonful of the thick lava on the plate. Try
to make it into a mountain-shape. Draw a picture in the box showing how tall it
turned out.
o Step 7: What kind of lava do you think shield volcanoes have? Why?
o Step 8: What kind of lava do you think cone volcanoes have? Why?
Closure: Debrief about cone volcanoes vs. shield volcanoes

o Which kind of volcano has the thin runny kind of lava? Shield volcano where the
lava cools into basalt rock.
o Which kind of volcano has the thick pasty kind of lava? Cone volcano where the
lava cools into felsite rock.
o Why do cone volcanoes sometimes explode?
The answer is in the bubbles! Inside the volcano is mostly melted liquid
rock. It also has gases in it, which makes bubbles in the lava. When
bubbles form in thin lava, they travel up to the top quickly and they pop.
The bubbles do not have trouble escaping the thin liquid. In thick lava, the
lava does not flow well and the thick pasty lava plugs up the top of the
volcano. When bubbles form in this lava, they cant escape and they build
up and get trapped at the top. Over time, pressure builds up until one day
the pressure is too great that the volcano explodes.
Title of Lesson: Earthquakes & Tsunamis Lesson Length: 4 days (40
minute blocks)
Lesson Summary: Students will be learning about earthquakes and tsunamis
over the course of 4-5 days. We will watch a BrainPop video, which talks about
why and how earthquakes happen. We will then watch a short clip on if it is
possible for scientists and engineers to predict when an earthquake will
happen. We will talk about the 1964 earthquake in Prince William Sound,
Alaska, and then 1906 San Francisco earthquake. We will then move into how
undersea earthquakes cause tsunamis. Then there will be a video clip about
the Indonesian tsunami. The students will be thinking about what people
should do when they see water retreating from the shore, what caused the
tsunami, and if it is important to have an evacuation plan. The next activity
will be a CEPA of building an earthquake resistant structure. Students will pair
up and design an earthquake resistant structure using 30 toothpicks and 30
marshmallows. They will design a plan, draw the design, and explain the
design on paper and then implement it using the materials. There will be a
test done where the structure is shaken. The students will then have to decide
if they need to revise their plan or not. We will then talk about how the process
they did of building and revising is similar to what scientists and engineers go
through.

Understand what causes earthquakes.
Understand how earthquakes happen.
Understand what causes tsunamis.
Understand how tsunamis happen.
Understand what an earthquake resistant structure is and why a structure is
earthquake resistant.

Smartboard
Fill-In Worksheet
CEPA Assignment
Making an earthquake resistant structure worksheet
30 toothpicks (per pair)
30 marshmallows (per pair)

An earthquake is a sudden violent shaking of the Earth, caused by a shifting in
Earths crust.
A tsunami is a long high sea wave or series of waves caused by an earthquake
or large volcanic eruption.
Concepts:
Earthquake-proof structures typically have cross bracing that forms triangles.
They have a tapered shape, decreasing in size, as the building gets taller.
Earthquake-proof buildings are intended to bend and sway with the motion of
earthquakes, instead of cracking and breaking under the pressure.
What is an earthquake?
What causes an earthquake?
What is a tsunami?
What causes a tsunami?
What can scientists and engineers do to prevent/predict these disasters?
Content
Factual Content: Earthquake, Tsunami
Vocabulary: earthquake, tsunami, lithosphere, mantle, core, seismic waves,

faults, magnitude
Tier 1: earthquake, tsunami
Tier 2: mantle, core, faults
Tier 3: lithosphere, seismic waves, magnitude

to take that information and understand what causes earthquakes and tsunamis.
with being asked to respond to a variety of comprehension questions. Students will be talking with
each other on how earthquakes and tsunamis happen and why they happen.
also be actively listening during a BrainPop and YouTube video and be able to recall important
information.
Informal/Formal)
Informal
Turn & Talk
Share
Formative
CEPA: Making an Earthquake Resistant Structure
Structure Built & Worksheet
Accommodations
Accommodations B1:
Accommodations B2:
one another.
Anticipatory Set: (hook) Today we will begin to learn about earthquakes! First, lets
watch the videos below to get some background information.
Step One: BrainPop Video/ Can We Predict Earthquakes?

o While watching these videos think about these two questions:
Why do earthquakes happen?
Lithosphere: ball of rock the ball is a hollow cracked shell-
tectonic plates are part of the jigsaw puzzle.
Mantle- slowly churns in movements called convection currents
Faults- cracks near plate boundaries
Core- inner most part of the earth
Earthquake: sudden violent shaking of the Earth, caused by a
shifting in the Earths crust (seismic waves & surface waves)
Can we predict earthquakes?
There is no reliable way to predict earthquakes.
It is possible to forecast where earthquakes are likely to occur over
a long period of time. Scientists collect data of previous
earthquakes, but they cannot predict the time and place of the next
earthquake.
It is too hard to study tectonic plates!
Step Two: Although earthquakes are a natural phenomenon, they have caused billions of
dollars worth of damage to buildings and other structures in the world. For example, on
March 27, 1964, in Prince William Sound, Alaska, and earthquake resulted in $538
million in damage. The most damaging earthquake in the U.S. was the 1906 San
Francisco earthquake, which measured 8.3 on the Richter scale. While the death toll is
uncertain, it devastated the city and left more than 225,000 homeless.
o Picture of damage from the earthquake at Prince William Sound (have students
discuss what they see)
o Video about the massive earthquake that hit San Francisco in 1906 (have students
think about the damage the San Francisco Earthquake called)
Magnitude 8.25 earthquake took the lives of 3,000 residents; half the
people were left homeless, and destroyed the city of San Francisco. Fire
raged for 3 days after the earthquake had hit; this truly devastated the city.
Step Three: Earthquakes and Tsunamis

o More recently, one of the deadliest natural disasters in recorded history was an
undersea Indian Ocean earthquake that occurred on December 26, 2004. With an
epicenter off the west coast of Sumatra, Indonesia, the earthquake triggered a
series of tsunamis along the Indian Ocean coast, killing more than 225,000 people
in 11 countries, and destroying coastal communities with waves up to 30 meters
(100 feet).
o Watch a video clip about the Indonesian Tsunami. While youre watching, think
about the following questions:
What should people have done when they saw the water retreating from
the shore?
What caused the tsunami?
Why is it important to educate people about evacuating and evacuation
plans?
Step Four: CEPA: Making an Earthquake Resistant Structure

o Engineers face the challenge of designing more robust buildings to withstand
earthquakes.
o Earthquake-proof buildings are intended to bend and sway with the motion of
earthquakes, instead of cracking and breaking under the pressure. Have you ever
looked at a really tall building, such as a skyscraper? What does it look like? Does
it appear fragile and unstable? It might, but it is most probably sturdy and can
withstand wind, rain, and other natural elements and phenomena.
o Earthquake-proof buildings typically have cross bracing that forms triangles in its
design geometry (like a bridge). Such buildings also typically have a large
footprint, or base, and a tapered shape, decreasing in size as the building gets
taller (or simply, smaller at the top). Short buildings are more earthquake-proof
than tall ones. Why do you think that is?
o Can Your Building Survive an Earthquake? [Pass out worksheet]
You have recently taken a job as an architect in Shake City, which is an
area prone to earthquakes. Your task is to evaluate and test a model
structure (building) that is earthquake resistant. You may only use the
materials and time allotted to design your building that will withstand the
effects of an earthquake.
Materials: You will be given 30 toothpicks and 30 marshmallows for your
group.
Task: With your partner, you will first draw a draft of your structure and
write a description of why you think it will withstand an earthquake. Then
everyone will have a chance to test your structure.
After we test your structure, you go back to the drawing board to discuss
if your prototype survived, if not, you will revise your plan and see what
you need to fix, if anything. May the best engineers win!
Final Thoughts: How is the process you went through in designing,
building, and revising your structure similar to the process that scientists
and engineers go through when trying to design an earthquake proof
structure?
Closure: Have students share their earthquake resistant structure with the class.
Title of Lesson: Protecting People & The Lesson Length: 40 minutes
Environment
Lesson Summary: What can engineers do to protect people and the
environment? We will listen to a short Techno Mum podcast that explains how
engineers can help in emergencies. We will then talk about the specific model
they spoke about in the audio clip (concrete canvas). To end the unit, we will
take a look at some devices that are already being used to help us understand
more about how engineers use technology to prepare people for, and even
prevent, natural disasters. The lesson will then end with a Kahoot review for
the natural disasters test that will be taken the following day.

Explain what an engineer is and what they do to help protect people and the
environment.
Talk about a variety of tools that are currently being used to prepare people
for, and even prevent, natural disasters.

Smartboard
Fill-In Worksheet

An engineer is a person who applies his/her understanding of science and
mathematics to create things for the benefit of humanity and our planet.
Concepts:
Engineers can use technology to prepare people for, and even prevent, natural
disasters.
What can engineers do to protect people and the environment?
What tools are used to prepare for/prevent natural disasters?
Content
Factual Content: Technology used to prepare for/ prevent natural disasters
Vocabulary: concrete canvas, avalanche mortar, tsunami buoy, volcanic

monitoring, seismometer, seismograph, Doppler radar, water gauge
Tier 1:
Tier 2: concrete canvas, tsunami buoy
Tier 3: avalanche mortar, volcanic monitoring, seismometer, seismograph,

Doppler radar, water gauge

to take that information and understand the different tools that engineers and scientists use to
prepare people for, and even prevent, natural disasters.
with being asked to respond to a variety of comprehension questions. Listening: Students will be
listening to the information being presented to them by the teacher as well as listening to their
classmates when their peers are sharing throughout the lesson. They will also be actively listening
during a podcast audio clip and be able to recall important information.

Informal/Formal)
Turn & Talk
Share
Formative
Kahoot Review Game
Accommodations
Accommodations B1:
Accommodations B2:
one another.
Anticipatory Set: (hook) What can engineers do to protect people and the environment?
Listen to the short Techno Mum Podcast clip about how engineers can help in
emergencies.
o Clip Description: After a natural disaster, there may be many things that need
rebuilding or solving, and engineers are great at coming up with solutions to solve
these problems- in fact thats their job! Techno Mum explains exactly what
engineers can do in situations like these! While you listen, think about what
specific examples the clip talks about.
Step One: Concrete Canvas

o These are special tents that are made of a light material thats easy to transport.
The material comes ready soaked in concrete powder. All thats needed is water
and, when theyre dry, they become sturdy weatherproof shelters. Thats just one
way clever thinking by engineers can save lives.
Step Two: Now, lets take a look at some devices on the next couple of slides that are
already being used to help us understand more about how engineers use technology to
prepare people for, and even prevent, natural disasters.
Step Three: Technology that Engineers Use

Closure: Have any of you ever seen any of these tools or every heard of them?

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Springfield College

Unit Plan Template

Teacher: Rachel London Date: 2/10/17-2/

Brief Summary of the Unit:

Content: Natural disaster, natural hazard, plate tectonics, landslides,

Critical Thinking Skills:

Students will be skilled at:

Students will be able to independently use their learning to:

Stage Two Assessment Evidence

Other Evidence: quizzes, tests, prompts, etc.

Self-Assessments and Reflection:

Overview of the Lesson

Lesson Objectives: The students will be able to

Materials/Equipment to be Used in Teaching the Lesson:

Tier 2: avalanche, engineer, landslide, natural disaster, natural hazard, tsunami

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Anticipatory Set: (hook)

Step One: [10 minutes]

Step Three: [10 minutes]

Step Four: [2 minutes]

Closure: [10 minutes]

Lesson Objectives: The students will be able to

Materials/Equipment to be Used in Teaching the Lesson:

Massachusetts Framework Standards:

Vocabulary: natural disaster, mantle, currents, earthquake, volcano, tsunami,

Tier 1: mantle, currents, earthquake, volcano, tsunami, magma

Tier 2: natural disaster, tectonic plates, Mid-Atlantic ridge, lithosphere, Ring of

Tier 3: Convergent boundary, divergent boundary, transform boundary

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,

Step Two: BrainPop Video

Step Four: Plate Tectonics Activity (see the attached worksheet)

Lesson Objectives: The students will be able to

Massachusetts Framework Standards:

Vocabulary: landslides, natural disaster, natural hazard, buttress, boulder

Tier 1: natural disaster, natural hazard, boulder

Tier 2: buttress, landslide

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,

Step Two: Mystery Science Video- Landslides

Step Three: Saving My Slide City Home

Closure: Buttress Being Build to Stop Landslide Video

Massachusetts Framework Standards:

Vocabulary: volcano, cone volcano, shield volcano, Ring of Fire, basalt,

Tier 2: cone, shield, Ring of Fire

Tier 3: basalt, felsite

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,

Day 1- Could a volcano pop up in your backyard?

Step Two: Mystery Science Video

Step Five: Volcanoes- Debrief

Day 2- Why do some volcanoes explode?

Step One: Mystery Science Video

Closure: Debrief about cone volcanoes vs. shield volcanoes

Lesson Objectives: The students will be able to

Materials/Equipment to be Used in Teaching the Lesson:

Massachusetts Framework Standards:

Vocabulary: earthquake, tsunami, lithosphere, mantle, core, seismic waves,

Tier 1: earthquake, tsunami

Tier 2: mantle, core, faults

Tier 3: lithosphere, seismic waves, magnitude

Critical Thinking Skills (Reading, Writing, Speech, Listening)