1. Topic-
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| Human Actions That Affect The Environment |
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2. Content-
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3. Goals: Aims/Outcomes-
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| Identify ways that human actions or natural disasters affect the
environment. |
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4. Objectives-
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| A tidal wave, or tsunami, is a huge, destructive wave caused by
a certain type of earthquake. |
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5. Materials and Aids-
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Clear plastic box
Water
Rubber mallet |
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6. Procedures/Methods-
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A. Introduction-
Vocabulary/PP on Hurricane
tsunami
A large wave caused by an earthquake, underwater landslide, volcanic
eruption (explosion), or impact from a large space rock called a meteorite.
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B. Development-
1. Review with your students what they have learned about tidal waves,
or tsunamis. They should understand that a tsunami is a gigantic sea
wave that can wash away an entire town in just a few seconds. They
should also know that tsunamis can be caused by a certain type of
earthquake.
2. Tell students they are going to do a demonstration to show how
earthquakes affect sea waves. Students will work in teams of two or
three.
3. Direct each team to fill a clear plastic box halfway with water
and place the box on a sturdy tabletop.
4. Have a student from each team lightly strike the tabletop with
a rubber mallet on the table's front edge. Team members should observe
the water and draw pictures of the waves they see in the box.
5. Instruct students to repeat the procedure two more times, lightly
striking the table on its top, then on one of the side edges of the
tabletop. Each time, students should observe the waves in the box
and draw what they see, labeling their drawings "front,"� "top,"�
and "side,"� according to where the table was struck with the
mallet.
6. Tell students that the three directions in which earthquake waves
vibrate determine how large the resulting sea waves will be. The front
strike produces a P (primary) wave, the side strike produces an S
(secondary) wave, and the top strike produces an L (surface) wave.
L waves cause the most damage and set up tsunamis.
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Accommodations (Differentiated Instruction)-
| Rather than have students work independently, set up the experiment
for them and demonstrate the different kinds of waves. Invite volunteers
to try using the mallet themselves. Younger children may not be able
to make the conceptual connection between the action of the Slinky
toy and different types of waves; you might want to omit this part
of the procedure. |
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Checking for understanding-
You can evaluate groups on their drawings using the following three-point
rubric:
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Three points:three wave types represented; carefully drawn; clearly
and correctly labeled
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Two points:three wave types represented; drawings acceptable; labeling
unclear or incorrect
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One point:fewer than three wave types represented; carelessly drawn;
labeling unclear or incorrect
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