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Processes that Shape the Earth NSF/USF STARS M?L32

The point on the surface of the Earth directly above the focus is the earthquake’s

epicenter.

Science Processes:

Observing

Investigating

Discussing

Materials

Rock blocks designs

Scissors

Tape

Crayons, markers or colored pencils

Engaging Questions

1. If the ground beneath the school started to shake, what would you think was

happening?

2. Has anyone ever experienced an earthquake? Did you know what was

happening? What did you do?

3. Where is the safest place to go if you are trapped inside a building during an

earthquake? Why?

Teacher’s Procedure

1. Photocopy enough copies of the models supplied so that each child can have a

model to work with. The models can be enlarged or used with the scale

provided.

2. Ask the students to cut out each page’s piece along its heavy black line. The

students can then color the models, if desired.

3. Follow these steps for each model:

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Processes that Shape the Earth NSF/USF STARS M?L33

a. Fold all the dashed lines away from the printed side (Figure 1). Make

sure that the folds are creased well.

b. Fold the long strip of the four squares upon itself to form a closed

square ad tape the tab (Figure 2).

c. Fold in the tab of one of the remaining sides and ape from the inside

(Figure 3).

d. Close the final side with the tab on the outside and tape (Figure 4).

e. Note: taping all of the edges will reinforce and strengthen the cube.

4. Set the two assembled blocks side by side with the RIVER and ROAD sides

facing up. Place them next to each other so that the tiny arrows are side by

side.

5. Explain to the students that they are looking down on the trees, road and river.

They are to understand that beneath this land there is a break in the Earth’s

crust – a fault.

6. Have the students place one hand on each block and push them in opposite

directions as if they were going to slide them apart according to the directions

of the arrows on the little squares. HOWEVER, do not let the models actually

move (Figure 5).

7. Ask the students if they can see the pressure. Are the blocks bending a little?

8. Now have the students slide the blocks past each other a little bit (Figure 6).

Explain that this movement occurs during earthquakes.

9. Next, have the students place the blocks next to each other so the circles with

arrows are side by side. Have the students hold the blocks and move them up

and down, in the direction of the arrows.

How to Manage the Demonstration

1. This experiment is best performed if students have their own models.

2. Allow the students to color the blocks before they begin moving the blocks.

3. Make sure to point out the importance of different amounts of stress on the

blocks – the more pressure and stress they apply to the blocks, the more

vulnerable the model.

4. Demonstrate the sliding fault model and the upward-moving block model in

front of the class, than allow the students to try the models at their desks.