Earthquakes, Cities, and Lifelines: lessons integrating tectonics, society, and engineering in middle school Earth Science

Earthquakes are one of the most widely covered geologic processes by the media. As a result students, even at the middle school level, arrive in the classroom with preconceptions about the importance and hazards posed by earthquakes. Therefore earthquakes represent not only an attractive topic to engage students when introducing tectonics, but also a means to help students understand the relationships between geologic processes, society, and engineering solutions. Facilitating understanding of the fundamental connections between science and society is important for the preparation of future scientists and engineers as well as informed citizens. Here, we present a week-long lesson designed to be implemented in five one hour sessions with classes of ~30 students. It consists of two inquiry-based mapping investigations, motivational presentations, and short readings that describe fundamental models of plate tectonics, faults, and earthquakes. The readings also provide examples of engineering solutions such as the Alaskan oil pipeline which withstood multi-meter surface offset in the 2002 Denali Earthquake. The first inquiry-based investigation is a lesson on tectonic plates. Working in small groups, each group receives a different world map plotting both topography and one of the following data sets: GPS plate motion vectors, the locations and types of volcanoes, the location of types of earthquakes. Using these maps and an accompanying explanation of the data each group’s task is to map plate boundary locations. Each group then presents a ~10 minute summary of the type of data they used and their interpretation of the tectonic plates with a poster and their mapping results. Finally, the instructor will facilitate a class discussion about how the data types could be combined to understand more about plate boundaries. Using student interpretations of real data allows student misconceptions to become apparent. Throughout the exercise we record student preconceptions and post them to a bulletin board. During the tectonics unit we use these preconceptions as teaching tools. We also archive the misconceptions via a website which will be available for use by the broader geoscience education community. The second student investigation focuses on understanding the impact earthquakes have on nearby cities. We use the example of the 2009 southern San Andreas Fault (SAF) shakeout scenario. Students again break into groups. Each group is given an aspect of urban infrastructure to study relative to the underlying geology and location of nearby faults. Their goal is to uncover potential urban infrastructure issues related to a major earthquake on the SAF. For example students will map transportation ways crossing the fault, the location of hospitals relative to forecasted shaking hazards, the location of poverty-stricken areas relative to shaking hazards, and utilities relative to fault crossings. Again, students are tasked with explaining their investigation and analyses to the class with ample time for discussion about potential ways to solve problems identified through their investigations.