Slip Sliding Along. Materials Per Group (groups of 4)
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1 Slip Sliding Along Lesson Concept Link California has a strike-slip fault (San Andreas) on the transform boundary between the Pacific and North American Plate. Lesson 6.4 deepened understanding of types of faults by making models of layers for each type. Lesson 6.5 explains the movement of Ca. San Andreas strike slip fault at the boundary between the Pacific and North American plate. Optional lesson 6.5 b is a model of how rocks break under stress. Types of faults are assessed in Assessment #1 after 5.5 and 5.5a. Lesson 6.6 introduces how energy is released in waves during earthquakes. Time 60 minutes Materials Per Group (groups of 4) Advance Preparation Procedure: Glue Sticks Individual H1 T. Atwater s So Cal Plate Puzzle Figure 1A (Topographic Relief map) H2 T. Atwater s So Cal Plate Puzzle Figure 1B (Major Faults in San Andreas Fault System) H3 T. Atwater s So Cal Plate Puzzle Figure 1C (Mountain ranges and basins) H4 Maps to Cut and Color 8 1/2 x 11 Paper (white or colored) Scissors Colored pencils Black pen Half sheet of paper 1. Duplicate worksheet 2. Cut half sheets of paper 3. Bookmark USGS site of California recent earthquakes and click on California on the map. 4. Review sample page H5 as a teacher resource 6.5 Slip-Sliding Along: Earthquake and Volcanoes 1
2 Engage (10 minutes) The San Andreas fault is easily seen from space. Teacher Note: Display handouts of T. Atwater s puzzle pages on document cameral and/or use individual handouts. 1. Ask students to observe H1 (Topographic Relief Map) on screen or handout copy. Ask partners to discuss any land featured noticed. Chart observations. 2. Explain to students We know Southern California is full of faults, so let s find the faults in the area. Teacher displays and/or distributes H2 (Major Faults in the San Andreas System). Ask students to observe and discuss marked faults. 3. Compare H1 (Topographic Relief Map) to H2 (Major Faults in the San Andreas System). Discuss with a partner what landforms on the topographic map correspond to the fault lines on the fault map. Share observations with the class and repeat several times looking at small areas at a time. 4. Show (H3 Mountain Ranges and Basins) with the faults labeled and discuss what you notice with your partner. Share ideas in the class. Explore (20 minutes) The Pacific Plate moves northward along the plate boundary at the San Andreas Fault. 5. Explain to students that we are going to use H3 (Mountain Ranges and Basin) as a model for understanding how the Pacific Plate moves northward along the plate boundary. Teacher Note: Ask students to color the Pacific Ocean blue and the land brown with colored pencils on all three pictures. Look at H5 San Andreas Fault Sample 6. Ask students to cut out the three pictures of California. 7. Ask students to cut the 1 st picture along the San Andreas Fault and glue in place on 1 st third of paper so that the picture fits perfectly. 8. Ask the students to cut the 2 nd picture along the San Andreas Fault and glue down on 2 nd third of paper so that the arrows are in alignment (Pacific Plate is moving northwards) 9. Ask the students to cut the 3 rd picture along the San Andreas Fault and glue down so that Pacific Plate is moved northwards 2 inches. 10. Together as a class, with a black pen, label the first picture with the following: North American Plate, Juan de Fuca Plate, California, Arizona, Oregon, Pacific Plate, San Andreas Fault, Mexico, and Nevada. 11. Continue labeling the next 2 pictures. 12. Lead a discussion about the three models? What do you notice along the boundary of each plate? Which way are the plates moving? Where is the San Andreas Fault in the pictures? Where can we find a strike-slip fault? How do you know? Where might shearing occur? 6.5 Slip-Sliding Along: Earthquake and Volcanoes 2
3 Explain (10 minutes) The San Andreas Fault is the located on the boundary between the North American and Pacific Plate and moves northward along the strike-slip fault. 13. Ask the students to write a paragraph explaining how the San Andreas Fault works on the back of their page using the following words: a. Pacific Plate b. North American Plate c. San Andreas Fault d. Transform Boundary e. Shearing f. Strike-slip Fault Extend (10 minutes) Earthquakes occur all the time along the San Andreas Fault, but many are too small to notice. 14. Display the USGS website showing the current earthquakes in California. Ask the students to discuss with partners where majority of earthquakes in California occur (San Andreas Fault). 15. On their California Today picture, ask the students to plot 10 recent earthquakes along the San Andreas Fault. Evaluate (10 minutes) Crust movement is the result of convection currents in the mantle. 16. Go back to USGS website and click on Real time USA. Discuss in groups where most recent US earthquakes occur. 17. Discuss the following questions with a partner/group and reach a consensus: Where do most earthquakes in the contiguous US occur? Why do most of the earthquakes occur at the locations? 18. Individually record (on half sheet of paper exit slip) a group consensus explaining: 19. Where do most earthquakes in the contiguous US occur? 20. Why do most of the earthquakes occur here? 6.5 Slip-Sliding Along: Earthquake and Volcanoes 3
4 H1 H2 6.5 Slip-Sliding Along: Earthquake and Volcanoes S c ienc e M a t t ers 4
5 H3 6.5 Slip-Sliding Along: Earthquake and Volcanoes S c ienc e M a t t ers 5
6 6.5 Slip-Sliding Along: Earthquake and Volcanoes 6 H4
7 6.5 Slip-Sliding Along: Earthquake and Volcanoes 7 H5
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