NATURAL DISASTERS UNIT

How can we reduce negative

impacts of natural hazards and
of resource use?
Hello Parents/Guardians!

This month your 4th grade student will begin his or journey through the
layers of the Earth and learn about the natural hazards of our planet! They will
explore ways to reduce the negative impacts of natural disasters through many
different subjects that make up STEAM: science, technology, engineering, art,
mathematics, and so much more!

Throughout the unit, your student will investigate topics such as:
 The layers of the Earth
 Plate tectonics
 How earthquakes and tsunamis form
 Safety measures to utilize in the event of a natural disaster
 Harm-reduction and disaster relief engineering practices

While many students are extremely fascinated by natural disasters and enjoy
the topics, they are still meeting the 4th grade California State Science Standards
(Next Generation Science Standards – NGSS) as well as exploring and covering many
other math and ELA Common Core standards! This unit will allow the students to
explore engineering in depth, uncover knowledge about the world around them, and
showcase these new skills to educate and empower the community.

The students will be utilizing all of their knowledge over the entire unit to
create a poster to share life saving tips with their peers and the local community.
The students will research safety measures to use in the event of an earthquake and
then design a poster outlining their Natural Disaster Management Plan.

I am so excited to facilitate your student’s exploration into such a fascinating

topic! Thank you for your current and future support in your student’s educational
journey!
Lesson One
Name: Introduction
Subject: Earth Science
Grade Level: 4
1. STANDARD:
a. 4-ESS2-2. Analyze and interpret data from maps to describe patterns
of Earth’s features. [Clarification Statement: Maps can include
topographic maps of Earth’s land and ocean floor, as well as maps of
the locations of mountains, continental boundaries, volcanoes, and
earthquakes.]
2. INSTRUCTIONAL RESOURCES AND MATERIALS
a. Textbooks
b. Worksheets
c. Digital resources
i. https://www.youtube.com/watch?time_continue=307&v=NA
HY6965o08
d. Assistive technologies
e. Other
i. Three colors of clay
ii. One marble for each student
3. LESSON OBJECTIVES
a. The student will be able to identify and understand the layers of the
earth by creating a three-dimensional clay model of the layers of the
earth.
b. Academic language
i. Crust
ii. Mantle
iii. Outer core
iv. Inner core
4. ASSESSMENT
a. Informal (formative)
 i. Students write on whiteboards what each layer of the earth is
named
b. Formal (summative)
i. Clay model of the earth’s layers
5. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
a. Anticipatory set
i. I begin this lesson by showing students this video on the layers
of the earth. The video shows a model of the layers of the earth
using cake. This video is funny and hooks students in the
lesson right away.
b. Instruction and modeling
i. After watching the video, I draw a model on the board of the
layers of the inside of the earth. Students work in their science
notebooks to draw a similar model of the layers of the inside of
the earth (crust, mantle, outer core, inner core). I do this with
students since the vocabulary is new. I do this on the board
with them to help clear up any misunderstandings.
c. Guided practice
i. The majority of this lesson involves students using clay to
model the earth. Even though this is a hands-on lesson, it is still
very guided. I instruct students, going step by step for each
layer.
ii. Inner Core: Help students build a clay model of Earth by first
explaining that the marble represents Earth’s inner core. The
radius of the inner core is 1300 kilometers; it is solid because it
is under a great deal of pressure. Explain each student will use
a marble to represent Earth’s core. The marbles will be pushed
into the center of the clay models after they have been cut in
half.
iii. Outer Core: Ask students to roll orange clay into a ball about
72 millimeters in diameter. Explain the orange clay represents
 the outer core, which is about 2250 kilometers thick. Most of
the rock in the outer core is molten, which means it is so hot
that it melts and acts like a liquid.
iv. Mantle: Around the outer core, wrap red clay for the mantle.
Earth’s mantle, which is about 2900 kilometers thick, is Earth’s
thickest layer. The mantle contains solid rock, although high
temperature and pressure can cause some of this solid rock to
flow slowly like an extremely thick liquid.
v. Crust: Around the mantle, spread a thin layer of blue clay for
the crust. Earth’s crust, which is 5 to 64 kilometers thick, is the
part of Earth on which we live. The crust is thickest under the
continents and thinnest under the oceans.
vi. When the clay Earth model is complete, I show students how to
cut it in half using a sharp knife. I then direct students to push a
marble into the center of the yellow clay to represent Earth’s
inner core. Remind students Earth’s inner core is solid, while
Earth’s outer core is molten and acts like a liquid.
d. Closure
i. Have each student share their model of the earth with a
partner and explain the different layers.
e. Independent practice
i. Erase the labels from the model on the board and ask students
to write on whiteboards what each layer is called, one at a
time. Note which students get the right and wrong answer in
order to assess whether further elaboration is necessary.
6. INCLUSIVE PRACTICES
a. ESL students may work in a small group with teacher; provide
academic terms in their native language.
Lesson Two:
Name: It’s All Your FAULT!
Subject: Math and Science
Grade Level: 4
1. STANDARD:
a. 4-ESS1-1. Identify evidence from patterns in rock formations and
fossils in rock layers to support an explanation for changes in a
landscape over time. [Clarification Statement: Examples of evidence
from patterns could include rock layers with marine shell fossils
above rock layers with plant fossils and no shells, indicating a change
from land to water over time; and, a canyon with different rock layers
in the walls and a river in the bottom, indicating that over time a river
cut through the rock.] [Assessment Boundary: Assessment does not
include specific knowledge of the mechanism of rock formation or
memorization of specific rock formations and layers. Assessment is
limited to relative time.]
b. 4-ESS2-2. Analyze and interpret data from maps to describe patterns
of Earth’s features. [Clarification Statement: Maps can include
topographic maps of Earth’s land and ocean floor, as well as maps of
the locations of mountains, continental boundaries, volcanoes, and
earthquakes.]
c. 4.MD.C.5.b. An angle that turns through n one-degree angles is said to
have an angle measure of n degrees.
2. INSTRUCTIONAL RESOURCES AND MATERIALS
a. Textbooks
b. Worksheets
c. Digital resources
i. Earth tectonic plate map PDF
d. Assistive technologies
e. Other
i. Strips of cardboard
 ii. Protractors
iii. Markers
3. LESSON OBJECTIVES
a. The student will be able to identify and model how earthquakes form
by using cardboard to build models of three different types of faults
b. Academic language
i. Angle
ii. Tectonic plate
iii. Transcurrent fault
iv. Normal fault
v. Reverse fault
4. ASSESSMENT
a. Informal (formative)
i. Students write on whiteboards the three types of faults
b. Formal (summative)
i. Cardboard model of faults
ii. Science journal insert explaining the three fault types
5. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
a. Anticipatory set
i. I begin this lesson by telling students that faults are cracks that
occur between the tectonic plates. Movement is apparent at
these fault lines. There are three main types of
faults: transcurrent faults, in which the crustal plates slide past
each other; normal faults, in which a block of crust falls
creating a valley; and reverse faults, in which a block of crust is
pushed upward, creating hills.
ii. I also remind students that scientists need to know about faults
and where they are located in order to design structures that
remain stranding and protect its inhabitants during an
earthquake or other activity. Engineers also need to know
what type of fault is occurring and how fast and which
 direction the associated plates are moving so that they can
predict what type of formation a fault may be producing, such
as a hill or a valley.
b. Instruction and modeling
i. Next, I begin this lesson by instructing students to look at the
plate tectonic map. (earth tectonic plates map)
ii. I explain that the Earth's crust is also broken into large
interlocking plates floating on a molten mantle. At plate
boundaries (where two different plates meet), the plates
normally crack and break causing earthquakes. These cracks
are called faults.
c. Guided practice
i. I then tell students that they will make models of how land
moves when blocks of rock slide sideways, apart or towards
each other.
ii. Next, I distribute two strips of cardboard to each student
partners. I direct one student from each pair to color a road
with houses near it on one piece of cardboard to represent a
bird's-eye view of the Earth from above. On the second piece of
cardboard, the other student should color layers of rock. (Note:
I encourage students to use colors that they believe will be
found in the Earth's layers.) This piece of cardboard represents
a cross section of earth, as though you had cut through the
layers of a cake and could count how many layers there are.
iii. On the piece of cardboard which represents the bird's-eye
view, students should make a line at a 45° angle from a point at
the center, actually splitting the cardboard strip in two (the
line should angle across the colored road). Students cut along
this line. This will be the model of a transcurrent fault. At this
point in the year, my students are able to use a protractor to
 measure angles. Students use a protractor and pencil to make
the angle.
iv. On the piece of cardboard, which represents a cross-sectional
view of the layers of the Earth, students should mark two
points: each approximately 1/3" from each end, on the top
portion of the drawing. Next, students should draw a line at a
45° angle from each point to the outside end of the cardboard,
so that the lines are angled away from each other. Cut along
these lines. This will create a trapezoid piece in the center with
the shortest side of the trapezoid at the top of the cardboard.
This will be the model of a normal fault.
v. In this model, students should slide the two outside pieces of
cardboard toward each other. The trapezoid in the middle
should slide downward. The layers of rock drawn on the
cardboard will be displaced. Normal faults create valleys in the
landscape.
vi. To model the third type of fault, I instruct students to take the
second set of cardboard pieces and invert them on the table, so
that the shortest side of the trapezoid is facing toward them.
Again, they should slide the two outside pieces toward the
middle. The trapezoid should slide upward, or away from
them. This model illustrates a reverse fault. Reverse faults
create hills in the landscape.
d. Closure
i. Define each type of fault and have students write
corresponding fault model name on whiteboards
e. Independent practice
i. Write the three types of faults in science journals
6. INCLUSIVE PRACTICES
a. Show animated visualizations of each type of fault in addition to
creating physical model. If students are struggling to create cardboard
model, work with them individually to help them conceptualize the
types of faults.
Lesson Three
Name: Survive the Great Earthquake Shake! Part One
Subject: Science - Earthquakes
Grade Level: 4
1. STANDARD:
a. 4-ESS3-2. Generate and compare multiple solutions to reduce the
impacts of natural Earth processes on humans. [Clarification
Statement: Examples of solutions could include designing an
earthquake resistant building and improving monitoring of volcanic
activity.] [Assessment Boundary: Assessment is limited to
earthquakes, floods, tsunamis, and volcanic eruptions.]
b. 3-5-ETS1-1. Define a simple design problem reflecting a need or a
want that includes specific criteria for success and constraints on
materials, time, or cost.
c. 3-5-ETS1-2. Generate and compare multiple possible solutions to a
problem based on how well each is likely to meet the criteria and
constraints of the problem.
d. 3-5-ETS1-3. Plan and carry out fair tests in which variables are
controlled and failure points are considered to identify aspects of a
model or prototype that can be improved
2. INSTRUCTIONAL RESOURCES AND MATERIALS
a. Textbooks
b. Worksheets
c. Digital resources:
i. https://video.nationalgeographic.com/video/earthquake-
montage?source=relatedvideo
ii. https://www.youtube.com/watch?v=9X-js9gXSME
d. Assistive technologies
e. Other
i. Pan of jello to represent the Earth’s crust
ii. Mini marshmallows (30 per student)
 iii. Toothpicks (30 per student)
3. LESSON OBJECTIVES
a. The student will be able to identify some of the factors that make
buildings earthquake-proof by modeling an earthquake-proof
structure using simple materials.
b. Academic language
i. Earthquake: Shaking of the ground caused by friction between
the tectonic plates.
ii. Engineer: A person who applies his/her understanding of
science and mathematics to creating things for the benefit of
humanity and our planet.
iii. Crust: The thin outermost layer of the earth.
4. ASSESSMENT
a. Informal (formative)
i. Teacher listening/observation while students work in groups
b. Formal (summative)
i. Group cooperation and participation in activity/experiment
ii. Reflection in science journals
5. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
a. Anticipatory set
i. I begin this lesson by leading a class discussion about why we
practice earthquake drills in school. I ask students to discuss
how our school is safe and if they are aware of things in our
schools like special earthquake proof windows. I remind
students that because earthquakes can cause walls to crack,
foundations to move and even entire buildings to crumple,
engineers incorporate into their structural designs techniques
that withstand damage from earthquake forces, for example,
cross bracing, large bases and tapered geometry. Earthquake-
proof buildings are intended to bend and sway with the motion
of earthquakes, or are isolated from the movement by sliders.
 Engineers come up with an idea, test it, and then re-engineer
the structure based on its performance.
b. Instruction and Modeling
i. Next, I tell students that today they are acting as if they are
engineers. They will make models of buildings and conduct an
experiment to test how well their structures stand up under
the stress of an earthquake. I explain to them that this is
similar to what some civil engineers do as their daily job. I
quickly show students how to how to make cubes and triangles
using toothpicks and marshmallows. Show students how to
break a toothpick approximately in half. Explain that cubes and
triangles are like building blocks that may be stacked to make
towers.
c. Guided Practice
i. Next, I distribute 30 toothpicks and 30 marshmallows to each
student. I tell students that the Earth has limited resources, so
therefore engineers also have limited resources when building
structures. I tell students that their structures should be at
least 2 stories tall. Students spend the next 25 minutes creating
and building a structure. For this engineering challenge,
students are limited to using only the materials they have been
given to make structures. They may make large or small cubes
or triangles by using full-size or broken toothpicks. They may
use cross bracing to reinforce their structures. After 25
minutes, I tell students that to test whether or not their
building is earthquake proof, they will place their structure on
a plan of jello and give the pan a shake. The groups that had
structures standing informally test their structure. As groups
test their structure, I ask students to notice shapes and
characteristics of the structures. I remind students that
tomorrow will be a redesign and retest day so noting
 differences between standing and non-standing buildings is
important.
d. Closure
i. To wrap up this lesson, I tell students that tomorrow they will
have an opportunity to revise their structure in order to
improve and enhance it. I tell students that engineers are
constantly testing and redesigning. Then I show this fun video
as students clean up their areas. This is a fun video that shows
the world’s largest earthquake
test. https://www.youtube.com/watch?v=9X-js9gXSME
e. Independent practice
i. Reflect on experience in science journals.
6. INCLUSIVE PRACTICES
a. For ESL students – make sure they are paired up into groups with
other non-ESL students
b. Demonstrate example structure visually
Lesson Four
Name: Survive the Great Earthquake Shake! Part Two
Subject: Science
Grade Level: 4
1. STANDARD:
a. 4-ESS3-2. Generate and compare multiple solutions to reduce the
impacts of natural Earth processes on humans. [Clarification
Statement: Examples of solutions could include designing an
earthquake resistant building and improving monitoring of volcanic
activity.] [Assessment Boundary: Assessment is limited to
earthquakes, floods, tsunamis, and volcanic eruptions.]
b. 3-5-ETS1-1. Define a simple design problem reflecting a need or a
want that includes specific criteria for success and constraints on
materials, time, or cost.
c. 3-5-ETS1-2. Generate and compare multiple possible solutions to a
problem based on how well each is likely to meet the criteria and
constraints of the problem.
d. 3-5-ETS1-3. Plan and carry out fair tests in which variables are
controlled and failure points are considered to identify aspects of a
model or prototype that can be improved
2. INSTRUCTIONAL RESOURCES AND MATERIALS
a. Textbooks
b. Worksheets
c. Digital resources
d. Assistive technologies
e. Other
i. Pan of jello to represent the Earth’s crust
ii. Mini marshmallows (30 per student)
iii. Toothpicks (30 per student)
3. LESSON OBJECTIVES
 a. The student will be able to identify structural designs that are
stronger than others by testing a marshmallow and toothpick
structure and making observations about whether the structure could
withstand an earthquake.
b. Academic language
i. Earthquake: Shaking of the ground caused by friction between
the tectonic plates.
ii. Engineer: A person who applies his/her understanding of
science and mathematics to creating things for the benefit of
humanity and our planet.
iii. Crust: The thin outermost layer of the earth
4. ASSESSMENT
a. Informal (formative)
i. Teacher listening/observation while students work in groups
b. Formal (summative)
i. Group cooperation and participation in activity/experiment
ii. Student reflection sheets on their improved structural design
5. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
a. Anticipatory set:
i. I engage students right away in the lesson by showing
this website that shows current and latest earthquakes. We
don't often hear about every earthquake, and most of my
students are surprised to find out that earthquakes occur all
the time. I spend a few minutes talking about the locations of
recent earthquake and point out the distance to a plate
boundary.
b. Instruction and modeling
i. This lesson is very similar to yesterday's lesson. Yesterday
students practiced building earthquake proof
buildings. Today's lesson involves the engineering process of
REVISING what was previously done in order to solve a
problem.
 ii. I begin today's lesson by reminding students that they are
engineers. They will revise their models of buildings from
yesterday's lesson and conduct an experiment to test how well
their structures stand up under the stress of an earthquake. I
remind them that this is similar to what some civil engineers
do as their daily job.
c. Guided practice
i. Students spend the first few minutes in their group discussing
what they want to do differently from the previous day.
ii. Next, I distribute 30 toothpicks and 30 marshmallows to each
student. I tell students that the Earth has limited resources, so
therefore engineers also have limited resources when building
structures. I tell students that their structures should be at
least 2 stories tall.
iii. Students spend the next 25 minutes creating and building a
structure. I remind students to think about their structure
they created yesterday and work to improve and enhance their
structure today. I remind students that their goal is to create
an earthquake proof building.
d. Closure
i. After about 25 minutes, I tell students that we will test their
structures. Each group has an opportunity to test their
structures, explain how they revised their structure, and
present their ideas to the class.
ii. Reinforce concept that engineers design, test, redesign, and
then retest
e. Independent practice
i. Student reflection sheets on what went well with their design
and what didn't go well. What changes they would make if they
were able to test a structure again.
6. INCLUSIVE PRACTICES
a. Allow ESL students the opportunity to explain their revision in their
first language.
Lesson Five
Name: Earth Layers Web Quest!
Subject: Science - student use of digital technologies
Grade Level: 4
1. STANDARD:
a. 4-ESS2-2. Analyze and interpret data from maps to describe patterns
of Earth’s features. [Clarification Statement: Maps can include
topographic maps of Earth’s land and ocean floor, as well as maps of
the locations of mountains, continental boundaries, volcanoes, and
earthquakes.]
2. INSTRUCTIONAL RESOURCES AND MATERIALS
a. Textbooks
b. Worksheets
i. Inside Earth Web Quest Worksheet (attached below)
c. Digital resources
i. http://volcano.oregonstate.edu/earths-layers-lesson-1
ii. http://www.harcourtschool.com/activity/science_up_close/60
6/deploy/interface.html
iii. http://www.cotf.edu/ete/modules/msese/earthsysflr/plates1
.html
d. Assistive technologies
e. Other
3. LESSON OBJECTIVES
a. The student will be able to identify the layers of the earth by
completing a Web Quest and reporting the information found in a
worksheet.
b. Academic language
i. Crust
ii. Mantle
iii. Inner core
iv. Outer core
4. ASSESSMENT
a. Informal (formative)
i. Teacher observation
b. Formal (summative)
i. Worksheet
5. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
a. Anticipatory set
i. Engage students by asking questions: Who remembers the
different layers of the earth? Can anyone give me an example of
one?
ii. Activate prior knowledge: review on whiteboard the basic
layers of earth: crust, mantle, inner core, outer core
b. Instruction and modeling
i. Today we will be embarking on an exciting web quest! A Web
Quest is a way for you to explore a topic and find useful
information to help you understand the topic. In this Web
Quest, you will be visiting web sites that will help you better
understand the Earth's interior
ii. Show students how to navigate each website on the projector.
c. Guided practice
i. Students explore websites with a partner.
d. Closure
i. Partner talk – discussion about what they learned.
e. Independent practice
i. Worksheet
6. INCLUSIVE PRACTICES
a. GATE students may complete additional worksheets or research
natural disasters if they finish early.
 Inside Earth Web Quest Worksheet

1. Label the layers of the Earth

2. What causes the mantle to “flow”?

________________________________________

3. What are the two main metals that make up the Earth’s core?

___________________________ and _____________________________

4. Describe, in your own words, how the earth’s layers were formed?
(see “The Four Layers”)

____________________________________________________________

____________________________________________________________
Lesson Six
Name: Natural Disasters Overview
Subject: Earth Science
Grade Level: 4
1. STANDARD:
a. 4-ESS3-2. Generate and compare multiple solutions to reduce the
impacts of natural Earth processes on humans. [Clarification
Statement: Examples of solutions could include designing an
earthquake resistant building and improving monitoring of volcanic
activity.] [Assessment Boundary: Assessment is limited to
earthquakes, floods, tsunamis, and volcanic eruptions.]
2. INSTRUCTIONAL RESOURCES AND MATERIALS
a. Textbooks
b. Worksheets
i. Natural Disasters Match Up
c. Digital resources
i. PowerPoint: definitions of natural disasters and short video
example of each
d. Assistive technologies
e. Other
3. LESSON OBJECTIVES
a. The student will be able to identify types of natural disasters by filling
out worksheet and matching definitions with names.
b. Academic language
i. Earthquake
ii. Volcano
iii. Tsunami
iv. Cyclone
v. Flood
vi. Drought
vii. Bushfire
 viii. Avalanche
4. ASSESSMENT
a. Informal (formative)
i. Thumbs up if students think they know all the different types
of natural disasters
ii. Natural disasters match up worksheet
b. Formal (summative)
i. Reflection in science journal
5. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
a. Anticipatory set
i. Engage students with open-ended questions: what is a natural
disaster? How many kinds of natural disasters can you name?
How would you describe them?
ii. Activate prior knowledge: we have spent some time learning
about earthquakes but today we are going to discuss many
other kinds of natural disasters and explore how they affect
our planet and communities!
b. Instruction and modeling
i. PowerPoint of different types of natural disasters with
definition and video example of the damage they can do to the
environment
ii. Compare and contrast the different natural disasters together
on the whiteboard
c. Guided practice
i. Worksheet: natural disasters match up
d. Closure
i. Partner talk about their experiences if they have seen any of
these natural disasters before
ii. Go through worksheet and match up correct answers
 iii. Discuss as a class the effects of natural disasters and
brainstorm ideas on how to help communities affected by
them:
1. Displaced populations
2. Health risks
3. Food shortages
4. Ideas to help: disaster proof building designs, put
together an evacuation plan, provide immediate relief to
disaster-affected communities, support long term
recovery of those communities
e. Independent practice
i. Write reflection in science journal on types of natural disasters
and how to help disaster-affected communities
6. INCLUSIVE PRACTICES
a. Provide visual models, definitions and videos of each natural disaster
discussed
Lesson Seven
Name: Simulated Disaster Relief Challenge (may be completed over multiple days)
Subject: Engineering, Global/international content, diverse cultural perspectives
Grade Level: 4
1. STANDARD:
a. 3–5-ETS1-1. Define a simple design problem reflecting a need or a
want that includes specified criteria for success and constraints on
materials, time, or cost.
b. 3–5-ETS1-3. Plan and carry out fair tests in which variables are
controlled and failure points are considered to identify aspects of a
model or prototype that can be improved.
2. INSTRUCTIONAL RESOURCES AND MATERIALS
a. Textbooks
b. Worksheets
c. Digital resources
i. Video showing the aftermath of tsunami in Indonesia
d. Assistive technologies
e. For each student group provide:
i. 1 raw egg (buy extras as inevitably some get broken before
testing)
ii. tape, 2 feet; more tape makes the activity easier and less tape
makes it more difficult so scale as you like
iii. white glue, such as Elmer's Glue
iv. a drop target, such as a dot painted on a grassy field, chalk on a
sidewalk, etc.; it is important to be able to measure the
distance from the target to the actual impact spots
v. 1 measuring device, such as a ruler, yardstick or tape measure
vi. 10 sheets of paper, such as 8.5" x 11 copy paper, but any kind
will do
vii. 1 large black plastic trash bag
viii. 10 pipecleaners
 ix. 15 cottonballs
x. 3 wide rubberbands
xi. 10 Popsicle sticks
3. LESSON OBJECTIVES
a. The student will be able to understand the importance of engineers
and the complex problems faced when sending disaster relief supplies
to remote countries by simulating and creating an airdrop delivery.
b. Academic language
i. Kinetic and potential energy
4. ASSESSMENT
a. Informal (formative)
i. Teacher observation of partner work
b. Formal (summative)
i. Egg drop device project
ii. Reflections in science journals
5. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
a. Anticipatory set
i. Activate prior knowledge: energy transfer, conservation of
energy, potential energy and kinetic energy
ii. Engage students: Show video of the aftermath of tsunami in
Indonesia
iii. Have you ever heard of disaster relief supply package drops?
(Listen to student responses.) Disaster relief groups and the
armed forces must deliver life-sustaining and sometimes
delicate supplies of food and equipment to people in areas very
difficult to reach, often where no nearby roads, trains or
airports are located.
iv. These supplies must reach designated landing areas accurately
and intact. When things do not go as planned, bags of food can
burst from the impact, and sometimes supplies completely
miss the target landing areas.
 v. Your engineering challenge today is to apply what you know
about energy (potential, kinetic, conservation of energy) to
attempt to solve this real-life problem by testing techniques for
dropping precious supplies (hold up an egg), as represented by
a fragile raw egg, accurately and safely from a designated
height. Let's get started!
b. Instruction and modeling
i. Divide class into groups of two. Inform students that engineers
solve problems by first identifying the design requirements
and constraints. For this design challenge, the requirements
and constraints are:
1. Design something that will protect your egg (which
represents fragile relief supplies) so it survives the air
drops.
2. The dropped egg must remain intact and land close to
the target area.
3. Your building supplies are limited to what you are
provided by the teacher
4. Your egg protection system will be tested from the
height of 6 feet.
5. You will have 40 minutes to design and create your egg
protection device
c. Guided practice
i. Students brainstorm in partner groups and sketch their design
along with a short description and their reasoning. This is what
engineers do.
ii. After the students complete their design idea, they will receive
the supplies.
iii. When time is up, teams will bring their designs outside to the
drop location and the teacher will drop each design from a
height of six feet. Students will bring science notebooks to
 sketch the results of their drop. Have each group discuss what
they did and how their designs were intended to protect the
eggs and ensure they landed close to the target. Make sure they
describe what did and did not work about their designs, as well
as what they might do to make them better.
d. Closure
i. Discuss as a class what ideas worked best to protect the egg.
Why do you think they worked? Which ideas looked promising
in the design phase, but did not work well? What went wrong?
e. Independent practice
i. Write reflections in science journal explaining what went well
with their design and what they would change in the future to
improve their design.
6. INCLUSIVE PRACTICES
a. Provide additional scaffolding to student pairs who appear to be
struggling, provide models of previous designs
Lesson Eight
Name: Tsunami Attack!
Subject: Earth Science/Math
Grade Level: 4
1. STANDARD:
a. CCSS.MATH.CONTENT.4.OA.A.2
Multiply or divide to solve word problems involving multiplicative
comparison, e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem, distinguishing
multiplicative comparison from additive comparison.
2. INSTRUCTIONAL RESOURCES AND MATERIALS
a. Textbooks
b. Worksheets
i. KWL Sheet
c. Digital resources
i. https://www.youtube.com/watch?v=Wx9vPv-T51I
d. Assistive technologies
e. Other
i. Large clear bowl
ii. Water
iii. Sand/pebbles
3. LESSON OBJECTIVES
a. The student will be able to conceptualize how big a tsunami is by
dividing 1,000 feet by his or her own height.
b. Academic language
i. Tsunami
ii. Tectonic plate
iii. Energy
4. ASSESSMENT
a. Informal (formative)
i. Math activity
 b. Formal (summative)
i. KWL chart (L section)
5. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
a. Anticipatory set
i. Do you know what a tsunami is? A tsunami is a special kind of
wave, but what makes it different from a normal wave?
ii. Have students fill out K and W section of KWL chart.
iii. How Tsunamis Work Ted-Ed Video:
https://www.youtube.com/watch?v=Wx9vPv-T51I
b. Instruction and modeling
i. The difference is that an average wave is just a surface
disturbance of the water, while a tsunami is a disturbance that
reaches all the way to the bottom of the ocean. A tsunami is a
really large wave. In fact, a tsunami can be a wave that reaches
more than 1,000 feet high!
ii. Classroom demonstration: To demonstrate the difference in
waves, use a clear bowl of water. Blow across the surface of the
water and ask students notice the waves that form. Next,
quickly pour a large cup of sand or pebbles into the water at
one end of the bowl. Have the students compare the waves. Are
they the same size? The wave caused by the sand created a
larger wave because the sand disturbed (moved) a lot more
water than the wind. In the ocean, no matter how hard the
wind blows, it cannot disturb water more than a few meters
below the surface. An earthquake, an underwater landslide
(much like our cup of sand) or a volcano each has the power to
disturb the water all the way from the surface to the sea floor.
Basically, a tsunami occurs when something moves the sea
floor. Tsunamis are typically larger and more destructive than
a normal wave caused by wind.
c. Guided practice
 i. Math activity: How high are Tsunamis? Remember that
tsunamis can reach more than 1,000 feet high! How tall is this?
1. Have the students measure their height and calculate
how many of them stacked on top of each other it would
take to reach 1,000 ft. For example, if a student is 4 feet
tall, it would take 1000/4 = 250 of them stacked on top
of each other to be as tall as a tsunami!
d. Closure
i. Have students share what they learned about tsunamis
e. Independent practice
i. Finish L section of KWL chart and paste in science journal
6. INCLUSIVE PRACTICES
a. GATE students may calculate the ratio of their height to the height of a
200 foot tsunami, 500 foot tsunami, etc.
Lesson Nine
Name: Epicenter and Waves
Subject: Physical Science - Energy
Grade Level: 4
1. STANDARD:
a. 4-PS3-1. Use evidence to construct an explanation relating the speed
of an object to the energy of that object. [Assessment Boundary:
Assessment does not include quantitative measures of changes in the
speed of an object or on any precise or quantitative definition of energy.
b. 4-PS3-2 Make observations to provide evidence that energy can be
transferred from place to place by sound, light, heat, and electric
currents. [Assessment Boundary: Assessment does not include
quantitative measurements of energy.]
2. INSTRUCTIONAL RESOURCES AND MATERIALS
a. Textbooks
b. Worksheets
c. Digital resources
i. http://www.geography4kids.com/files/earth_tectonics.html
d. Assistive technologies
e. Other
i. Cups
ii. Water
iii. Straws
3. LESSON OBJECTIVES
a. The student will be able to create and analyze the energy released and
its effect outward from an earthquake by observing water droplets.
b. Academic language
i. Epicenter
ii. Energy
iii. Surface waves
iv. Plate tectonics
4. ASSESSMENT
a. Informal (formative)
i. Class discussion, teacher observation
b. Formal (summative)
i. Science journal observations, diagram, and reflection
5. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
a. Anticipatory set
i. Review prior knowledge about earthquakes, letting students
lead discussion
b. Instruction and modeling
i. Students read Geography4Kids articles on plate tectonics and
earthquakes; discuss the new concepts of epicenter and energy
release.
c. Guided practice
i. Give each student water cup filled halfway and straw. I explain
to the class that we will be using the straw as a water dropper.
Students will need to hold their finger on the end of the straw
to trap water inside. They will then drop one drop onto their
cup of water to create ripples. Students will practice dropping
water drops into their cups. When it appears that students
have a handle on making droplets, we can conduct our
observations.
ii. Students wait for their water to be still, before dropping a drop
into the water. They will write observation notes into their
science journals. They can conduct their experiments as many
times as needed in order to get all the notes, paying special
attention to the initial droplet and the ripples it
makes. Students draw diagrams that depict what they are
seeing, labeling the cup and using the words epicenter and
surface waves.
d. Closure
 i. Class discussion:
1. How are the ripples created in the water similar to
those we have learned about in earthquakes?
2. Discuss the energy released from the focus and
epicenter and how this determines the magnitude of the
quake.
e. Independent practice
i. Reflection in science journals about what they learned.
6. INCLUSIVE PRACTICES
a. Students may come to the back table and conduct the experiment with
scaffolding from the teacher
Lesson Ten
Name: Natural Disasters Safety Poster
Subject: Science, Art, Literacy, Changemaker project
Grade Level: 4
1. STANDARD:
a. CCSS.ELA-LITERACY.W.4.7. Conduct short research projects that build
knowledge through investigation of different aspects of a topic.
b. CCSS.ELA-LITERACY.W.4.8. Recall relevant information from
experiences or gather relevant information from print and digital
sources; take notes and categorize information, and provide a list of
sources.
c. 4-ESS3-2. Generate and compare multiple solutions to reduce the
impacts of natural Earth processes on humans. [Clarification
Statement: Examples of solutions could include designing an
earthquake resistant building and improving monitoring of volcanic
activity.] [Assessment Boundary: Assessment is limited to
earthquakes, floods, tsunamis, and volcanic eruptions.]
2. INSTRUCTIONAL RESOURCES AND MATERIALS
a. Textbooks
b. Worksheets
i. Poster Rubric
c. Digital resources
i. Internet access for research
d. Assistive technologies
e. Other
i. Poster boards
ii. Markers
3. LESSON OBJECTIVES
a. The student will be able to share ideas of safety measures to use in the
event of a natural disaster by researching, designing, and creating a
poster for the community.
 b. Academic language
i. Earthquake
ii. Natural disaster management plan
4. ASSESSMENT
a. Informal (formative)
i. Teacher observation
b. Formal (summative)
i. Final poster design
ii. Rubric: poster organization
5. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
a. Anticipatory set
i. Imagine that you live in an area that is at risk of a particular
natural disaster e.g. volcanoes, earthquakes, tsunamis, floods,
or bushfires. These natural disasters cannot be prevented.
However; the risk to lives and property can often be lessened
through the implementation of a natural disaster management
plan. What would you do to protect yourself and your
community?
ii. Activate prior knowledge: We’ve learned a lot about
earthquakes in the past few weeks. We also participate in
safety routines such as our annual school earthquake drills and
we even designed models of earthquake-safe buildings. Now
let’s put our knowledge into action! As we live in an area at risk
for earthquakes, what tips could we share with our community
to create a safer environment in the event of an earthquake?
b. Instruction and modeling
i. Explain that students will brainstorm and research some the
things that people can do to keep safe in the event of this
natural disaster. Design and create a poster for your classroom
that clearly displays this life saving information. We will also
 be posting these around the community so that others may
learn ways to be safe in the event of an earthquake!
ii. Carefully design a draft of your poster on a piece of letter size
paper. When you are happy with your design, transfer your
information onto a larger piece of poster paper. Display your
poster so that everyone can learn your tips for keeping safe in
a natural disaster.
iii. You might like to include some of the following ideas:
1. Safe/unsafe places to take shelter
2. Safe/unsafe actions
3. How to maintain communication with family and
emergency crews
4. Important emergency equipment
iv. Your poster should be informative, easy to read, and visually
appealing. These tips might help:
1. Only include the most important information
2. Use clear and concise language
3. Use short sentences or bullet points
4. Use large, clear writing and a simple font
5. Arrange the information carefully around the page
6. Include tables, charts, photos, drawings, and diagrams
where appropriate
7. Apply a consistent color scheme
8. Leave some white space on the poster so it does not
look too crowded
c. Guided practice
i. Pass out rubric.
ii. Students will research earthquake safety tips and design draft
of poster.
d. Closure
 i. Students share the draft of their earthquake management
poster with the class.
e. Independent practice
i. Complete and submit final poster design
6. INCLUSIVE PRACTICES
a. ELL students may create poster in their first language so that
members of his/her community can benefit from the information.