2023 PEAC JHS SUMMER INSET

STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) TEMPLATE*

Directions: Make a plan for undertaking learning recovery in your school by completing the table below. Check your plan for alignment across columns and review other
indicators given for the rubric of this plan.
SUBJECT: Science: Grade 8 QUARTER: 2nd Quarter
TOPIC: Earthquake and Faults TEACHERS: Ricarte Jr. A. Altubar, Charlene E. Asoy, Rhea Mae B. Andales, and Rhechelle T. Abadilla

1 2 3 4 5 6 7. 8. 9 10
Missed Current Existing Stand Alone or Mastery Mastery Rubric Focus Intervention or Plan for Timeline for
Standards and Standard and Layered Expectation Expectation and Remediation Curricular teaching
Curricular
LC’S LC’S and skill skill Breakdown Strategies and Materials
In
Materials breakdown/ Standards/LCs Action
Standards/ LCs that are merged
that are stand
alone (as stated
in column 1
What previous What is the standard How is the missed Will the missed or What is the mastery What is the mastery What rubric indicators What intervention or How will existing What month,
standard and LCs and learning standard or partially partially covered expectation? Skills expectation? Skills closely align? What remediation strategies, curricular materials unit/module, and/or
were missed or competencies at the covered standard and standard and LCs required to master the required to master the will be the focus action, resources and be transferred, lessons will the
partially covered? current grade level LCs addressed in stand alone in missed or partially missed or partially indicators during tools will be used to updated, or added to missing or partially
that build on the existing curricular teaching, or can it be covered standard and covered standard and assessment? achieve mastery and accomplish the covered standard and
missed standard and materials layered in with current LCs that will be taught LCs merged with the the rubric indicators? intervention or LCs be covered? What
LCs? grade-level standard separately? current grade level (e.g. mini-lesson remediation action is the time period for
and LCs? If merged, standard and LCs? interventions, RTI, and integrate the doing the actions and
state the merged LC core, flex-day, after missed or partially checking on results of
school) covered standard and assessment?
LCs? What resources
What are the explicit are needed to check on
and systematic students’ progress to
procedures and how is mastery?
scaffolding and
differentiation done? How can technology
be used to follow-up
on or enhance student
mastery?

Using models or Grade 9 It is essential to The previous N/A The student is Distinguished: Tier 1: Existing This will be
illustrations, understand the grade level’s materials will done during
explain how various partially covered expected to: I can elaborate Universal show the use of Quarter 2. This
movements movements LC may be the cause of Instruction the CER will be taken
Explain what
along faults along faults that layered in the earthquake and involving the scaffold. during the week
happens when
generate generate teaching of *Discuss the volcanic use of the CER of Making in the
volcanoes erupt The CER
earthquakes earthquakes to current grade three types faults, eruption through scaffold from Calendar.
method
S9ES -IIIb-28 analyze how Levels LC. such as normal faults most to least
S8ES-IIa-14 Differentiation
earthquakes fault, reverse movement. using texts
will be by:
occurs and for fault, Strike-slip showing
content, process
disaster Possible fault that generate Earthquake and
(Earthquake and
preparedness, Merged LC. earthquake Faults. See
Faults OR Types
therefore, it is procedure
Explain how and volcanic Proficient of Faults and the
crucial that this below.
movements eruption. Level: Effects of the
partially covered
along faults Movement
competencies I can explain
generate Along Faults)
are mastered by the effects of
earthquake and *Explain the and by
the student movements of
volcanic effects of environment (by
different types group and
activity* movements of
of faults. individual)
different types of
faults

Students will be
Developing: assessed on their
mastery based
Corresponding I can on the rubric
learning targets: enumerate the scores.
effects of faults
movement
I can elaborate on such as
the three types of earthquake and
fault. The C-E-R
volcanic scaffold will be
I can prove that eruption. done from most
faults movement to semi and on
may lead to to least
earthquake and scaffolded.
volcanic eruption.
Emerging:

I can state The (Model


Rubric for Scoring Criteria:
Performance
Indicators
1. Discuss the three
types of faults, such as
normal fault, reverse
fault, Strike-slip fault
that generate
earthquakes during
volcanic eruption.
2. Explain the effects of
movements of different
types of faults.
possible Completion and
effects of the Procedural
movement of Scaffolding) are
fault. also integrated.
1 2 3 4
Emerging Developing Proficient Distinguished
I can identify the I can describe the three I can discuss the three I can differentiate the
different types of faults. types of faults. types of faults, such as three types of faults and
normal fault, reverse which can generate
fault, Strike-slip fault earthquake during
that generate volcanic eruption.
earthquakes during
volcanic eruption.
I can state possible I can enumerate the I can explain the effects I can elaborate the cause
effects of the movement effects of faults of movements of different of earthquake and volcanic
of fault. movement such as types of faults. eruption through faults
 earthquake and volcanic movement.
eruption.

CER Rubric:

Components 2 1 0
Accomplished Developing Beginning

Claim Explains specific types of fault that cause State a possible type of fault that cause Cannot state which type of fault causes
A statement that answers the question or Earthquakes and Volcanic Eruption. Earthquakes and Volcanic Eruption Earthquake and Volcanic Eruption.
the problem

Evidence Supports the claim with evidence drawn from Provide relevant but inadequate supporting Does not provide any evidence that supports
Text from article or problem cited to texts and pictures. details from texts and pictures. the claim.
support the claim

Reasoning Justify how the evidence supports the specific Explain the insufficient supporting details Does not explain the connection between
Explanation of how or why the cited texts types of fault that cause Earthquakes and from texts and pictures. claim and evidence.
support the claim Volcanic Eruption.

SYSTEMATIC AND EXPLICIT INTERVENTION PROCEDURES WITH SCAFFOLDING AND DIFFERENTIATION

MEETING 1: Modeling
1. Let’s study the table;

Types of Fault EFFECTS

Earthquake Volcanic Eruption

To access the article about types of faults just click the link
below
https://www.calacademy.org/explore-science/faults-where-
earthquakes-occur?
amp&fbclid=IwAR1ajfl4ZsXScvq9cnH2DLX5CRYrcpH6
Mcssw6idnDq8RG3JaeNL5u-kR5E
An earthquake is caused by a sudden slip on a fault, much
like what happens when you snap your fingers. Before the
snap, you push your fingers together and sideways. Because
you are pushing them together, friction keeps them from
moving to the side. When you push sideways hard enough
to overcome this friction, your fingers move suddenly,
releasing energy in the form of sound waves that set the air
vibrating and travel from your hand to your ear, where you
hear the snap.
A volcano is a feature of Earth’s crust that allows molten
rock from beneath the crust to reach the surface. The two
types of plate boundaries that are most likely to produce
volcanic activity are divergent plate boundaries and
convergent plate boundaries.
All plate tectonic boundaries are faults because they always
have movement relative to each other.
● Normal faults occur at divergent plate boundaries.
● Reverse faults are at convergent plates.
● Strike-slip faults occur at transform plate
boundaries.

The same process goes on in an earthquake. Stresses in the

earth's outer layer push the sides of the fault together. The
friction across the surface of the fault holds the rocks
together so they do not slip immediately when pushed
sideways. Eventually enough stress builds up and the rocks
slip suddenly, releasing energy in waves that travel through
the rock to cause the shaking that we feel during an
earthquake.

Just as you snap your fingers with the whole area of your
fingertip and thumb, earthquakes happen over an area of the
fault, called the rupture surface. However, unlike your
fingers, the whole fault plane does not slip at once. The
 rupture begins at a point on the fault plane called the
hypocenter, a point usually deep down on the fault. The
epicenter is the point on the surface directly above the
hypocenter. The rupture keeps spreading until something
stops it (exactly how this happens is a hot research topic in
seismology).

To access more about the article please click the link:

http://scecinfo.usc.edu/eqcountry/roots/basics.html

QUESTION 1: How are the three types of fault differ from QUESTION 2: Why would earthquakes occur during fault QUESTION 3: Why would a reverse fault trigger a volcanic
one another? movement? eruption?

CLAIM 1: CLAIM 2: CLAIM 3:

There are three types of fault and these are (a) Normal Earthquakes occur due to fault movement. Reverse fault triggers volcanic eruption.
Faults, (b) Reverse or Thrusts Faults, and © Strike-Slip
Faults.

EVIDENCE 1: EVIDENCE 2: EVIDENCE 3:

The picture above shows the differences between the three

types of faults based on their movement (arrow).

The picture above shows that when the oceanic plate

subducted, it stimulated volcanic activity. Note that Reverse
faults are located at the convergent plates, which is the
The picture above shows that earthquakes happen over an above picture.
 area of the fault, called the rupture surface.

REASONING 1: REASONING 2: REASONING 3:

The three types of fault are different from one another.
According to Exploring Earthquakes, normal faults form
when rock above an inclined fracture plane moves
downward, sliding along the rock on the other side of the
fracture. Reverse or Thrust Faults form when the rocks on
the “uphill” side of an inclined fault plane rise above the
rocks on the other side.Lastly, strike-slip fault forms when
the blocks of rock on either side of a vertical (or nearly
vertical) fracture move past each other.
As a result of the release of built-up stress in the Earth's
crust, earthquakes happen during fault movement. The
tectonic plates that make up the Earth's crust are not rigid;
they are continually shifting due to the action of magma in
the mantle below. Along these boundaries, these plates
come into contact with one another, and as they move, they
might lock together, causing tension to build up along
faults.
Reverse faults are a factor in the seismic movements that
form the Earth's crust. Some regions, such as subduction
zones, can indirectly stimulate volcanic activity by creating
paths for magma to ascend or by affecting the geological
factors that trigger volcanic eruptions.

2. Before reading, say: We will read this text together and as we read, keep these questions in mind:
Situation 1 - How are the three types of fault differ from one another? So let’s find out. Then ask a student to volunteer in reading the text.
Situation 2 - Why would earthquakes occur during fault movement? So let’s find out. Then ask a student to volunteer in reading the text.
Situation 3 - Why would a reverse fault trigger a volcanic eruption? Then ask a student to volunteer in reading the text.

3. Again, the question to answer is: How are the three types of fault differ from one another? Let me first share how I think about the questions. I will now share with you my thoughts about
the way this text is written about the types of faults. As I analyze the different movements along faults, I CLAIM that:
For Situation 1, there are three types of fault and these are (a) Normal Faults, (b) Reverse or Thrusts Faults, and © Strike-Slip Faults.
Situations 2-3 are the effects of some movement along faults.
I will now write this claim in the first column of the table labeled as CLAIM.
4. Then say: How do I support my claim? What word or phrases in the text support my claim? MY EVIDENCE for my claim based on certain words and pictures used such as..
Situation 1 - The picture below shows the differences between the three types of faults based on their movement (arrow).
 Situation 2 - The picture below shows that earthquakes happen over an area of the fault, called the rupture surface.

Situation 3 - The picture below shows that when the oceanic plate subducted, it stimulated volcanic activity. Note that Reverse faults are located at the convergent plates, which is the
above picture.

To remind myself that these words and diagrams show types and effects of fault movement I will highlight for myself these words/pictures in the text. I will also list these words in the
second box of the organizer labeled EVIDENCE.
5. Next:Why do I say these words and the pictures show the different types of fault and effects of some movement along faults? What is my REASONING? My reasoning goes this way:
Situation 1 - The three types of fault are different from one another. According to Exploring Earthquakes, normal faults form when rock above an inclined fracture plane moves downward,
sliding along the rock on the other side of the fracture. Reverse or Thrust Faults form when the rocks on the “uphill” side of an inclined fault plane rise above the rocks on the other
side.Lastly, strike-slip fault forms when the blocks of rock on either side of a vertical (or nearly vertical) fracture move past each other.
Situation 2 - As a result of the release of built-up stress in the Earth's crust, earthquakes happen during fault movement. The tectonic plates that make up the Earth's crust are not rigid; they
are continually shifting due to the action of magma in the mantle below. Along these boundaries, these plates come into contact with one another, and as they move, they might lock
together, causing tension to build up along faults.
Situation 3 - Reverse faults are a factor in the seismic movements that form the Earth's crust. Some regions, such as subduction zones, can indirectly stimulate volcanic activity by creating
paths for magma to ascend or by affecting the geological factors that trigger volcanic eruptions.
To remember my reasoning, I will now write these ideas in the third box of the organized labeled REASONING.
6. To examine in the text if Earthquake and Volcanic eruptions are effects of Fault Movement, I did the following steps as shown in our organizer and you can do the same:
a. First, I read the situation and examined the.., and the question is HOW WILL FAULT MOVEMENT CAUSE EARTHQUAKES AND VOLCANIC ERUPTION? (sample ra
po) …
b. Second, I made a claim that answers the question. And the claim that I wrote is…
Situation 1 - The picture showing the differences between normal fault, reverse or thrust fault and strike-slip fault.
 Situation 2 - The picture showing earthquakes occurring due to fault movement.
Situation 3 - The picture showing reverse fault triggers volcanic eruption.
c. Third, I looked for parts of the words and pictures that can serve as evidence to support my claim. So, the evidence I wrote is…
Situation 1 - The picture showing the differences between the three types of faults based on their movement.
Situation 2 - The picture shows that earthquakes happen over an area of the fault, called the rupture surface.
Situation 3- The picture shows that when the oceanic plate subducted, it stimulated volcanic activity.
d. Fourth, I gave my reason why I chose certain parts of the words and pictures as the evidence. To do reasoning, I first restated my claim then defined what the question is looking
for such as the differences of the three types of fault. Next, I applied the definition and the general concept of fault movement and its effects to cite evidence. Because the concept
of this was present in the evidence given, I concluded that the evidence I cited helped support the claim. The reasoning then, that I wrote in the organizer says…
Situation 1 - The three types of fault are different from one another. According to Exploring Earthquakes, normal faults form when rock above an inclined fracture plane moves
downward, sliding along the rock on the other side of the fracture. Reverse or Thrust Faults form when the rocks on the “uphill” side of an inclined fault plane rise above the rocks
on the other side.Lastly, strike-slip fault forms when the blocks of rock on either side of a vertical (or nearly vertical) fracture move past each other.

Situation 2 - As a result of the release of built-up stress in the Earth's crust, earthquakes happen during fault movement. The tectonic plates that make up the Earth's crust are not
rigid; they are continually shifting due to the action of magma in the mantle below. Along these boundaries, these plates come into contact with one another, and as they move,
they might lock together, causing tension to build up along faults.
Situation 3 - Reverse faults are a factor in the seismic movements that form the Earth's crust. Some regions, such as subduction zones, can indirectly stimulate volcanic activity by
creating paths for magma to ascend or by affecting the geological factors that trigger volcanic eruptions.
7. So now we will try these steps again with another text.
MEETING 2: Guided Practice (Model Completion and Procedural Scaffolding) Most Scaffolding and Differentiation by Content, Process and Environment)
8. Answer the question in each situation

Worksheet 1

Types of Fault EFFECTS

Earthquake Volcanic Eruption

 Click the link below to access the article: Volcanoes and normal faults are, by definition, both present
https://www.usgs.gov/faqs/what-a-fault-and-what-are- within volcanic rifts. Despite this association the causal
What is a fault? different-types relationships between volcanism and normal faulting can be
unclear and are poorly understood. One of the principal
Earthquakes occur on faults. A fault is a thin zone of challenges for investigations of the links between faulting
crushed rock separating blocks of the earth's crust. When an and volcanic activity, is the definition of the detailed
earthquake occurs on one of these faults, the rock on one temporal relationships between these two processes.
side of the fault slips with respect to the other. Faults can be The northern Taranaki Basin, which benefits from excellent
centimeters to thousands of kilometers long. The fault seismic (2D and 3D) and drill hole coverage, provides the
surface can be vertical, horizontal, or at some angle to the basis for a detailed study of volcanism and faulting over the
surface of the earth. Faults can extend deep into the earth last ca 15 Myr. Most of the basin is characterized by
and may or may not extend up to the earth's surface. sedimentation rates which exceed fault displacement rates, a
condition which permits
How do we know a fault exists? displacement backstripping
of these syn-sedimentary
● Past fault movement has brought together rocks that growth faults. The timing of
used to be farther apart; a suite of mostly andesitic
● Earthquakes on the fault have left surface evidence, submarine volcanoes has
such as surface ruptures or fault scarps (cliffs made been constrained by
by earthquakes); interdigitation of the
● Earthquakes recorded by seismographic networks volcanic cones with basinal
are mapped and indicate the location of a fault. sedimentary rocks.

Some faults have not shown these signs and we will not
know they are there until they produce a large earthquake. To access more about the article please click the link:
Several damaging earthquakes in California have occurred https://ui.adsabs.harvard.edu/abs/2009EGUGA..11.1071G/
on faults that were previously unknown. abstract
Retrieved from
http://scecinfo.usc.edu/eqcountry/roots/basics.html

Another article is derived from

https://www.calacademy.org/explore-science/faults-where-
earthquakes-occur#:~:text=Normal%20Faults%3A%20This
%20is%20the,where%20new%20crust%20is%20forming.
QUESTION 1: Which fault is common and how can we
determine its movement?
CLAIM 1:
Square ONE of the following which answers the question. Square ONE of the following which answers the question.
a. The most common type of fault is the normal faults
and surface features are used to determine the
movement of this fault.
b. Reverse faults, also known as Thrust faults, are
more common compared to the other types and its
movement can be determined through observing the
landmarks.
c. The Strike-slip fault is the most common fault and
its movement is determined by studying its
neighboring faults.
EVIDENCE 1
Square ONE of the following words that support your
claim based on the picture below.
A. The picture shows that normal faults are more
common in the Philippines context and its
movement can be determined by tracing the map of
the central segment of the country and its surface
features.
B. The picture indicates that thrust fault or reverse
faults occur more in the Philippines and its
movement has been illustrated through the
landforms in the country.
C. Strike-slip faults can be found in various areas in
the country and its movement can be determined by
pinpointing neighboring faults within the
QUESTION 2: In the three types of fault, what might cause QUESTION 3: Is the movement of normal faults enough to
an earthquake? cause a volcanic eruption?
CLAIM 2 CLAIM 3
Square ONE of the following which answers the question.
a. Normal Fault and Reverse or Thrust Fault can cause a. Normal faults directly cause a volcanic eruption.
earthquakes. b. Normal fault indirectly cause a volcanic eruption
b. Strike-slip fault is the only fault that causes c. Normal faults do not cause a volcanic eruption.
earthquakes.
c. The three types of fault; normal fault, reverse or
thrust fault, strike-slip fault causes earthquakes.
EVIDENCE 2 EVIDENCE 3
Square ONE of the following words that support your claim Square ONE of the following words that support your claim
based on the picture below. based on the picture below.
a. The picture shows that normal faults and reverse or
thrust faults can cause earthquakes. a. The picture above shows that normal faults directly
b. The picture shows that strike-slip fault causes an cause a volcanic eruption.
earthquake b. The picture above shows that normal fault
c. The picture shows that the three types of fault; indirectly cause a volcanic eruption
normal fault, reverse or thrust fault, and strike-slip c. The picture above shows that normal faults do not
fault, cause earthquakes. cause volcanic eruptions.
 Philippines.

REASONING 1 REASONING 2 REASONING 3

Square ONE of the following that explains your claim and
evidence.
A. The most common fault is the Strike-slip faults
which are the result of extension when tectonic
plates move away from each other. These forces
cause displacement thus, its movement can be
traced through determining the scattered faults
within the Philippines.
B. Normal faults are the most common fault since they
often create distinct landscape features which are
easily recognizable by geologists. It makes them
more readily identifiable and contributes to the
percepntion of their common occurrence. For
instance, in the Philippine context, normal faults are
occurring than the other types of faults with its
remarkable landforms and surface features.
C. Reverse faults or Thrust faults are the most
common as they often form landforms, a result of
compressional forces. Its movement can be traced
by looking for offset features that were displaced
horizontally by the fault’s motion.
Square ONE of the following that explains your claim and
evidence.
a. Both normal faults and reverse/thrust faults can
cause earthquakes.Normal fault motion along the
fault releases accumulated stress and generates
earthquakes and reverse/thrust fault generates
intense pressure and stress build up until it exceeds
the strength of the rocks, causing sudden movement
and generating earthquakes.
b. Reverse/thrust fault causes earthquakes because the
stress that builds up as the two blocks resist sliding
can lead to sudden movements along the fault
plane, resulting in an earthquake.
c. All three types of faults - strike-slip, normal, and
reverse/thrust faults - can and do cause earthquakes.
Earthquakes are the result of the sudden release of
energy in the Earth's crust due to the movement of
tectonic plates, and this movement can occur along
any of these fault types.
Square ONE of the following that explains your claim and
evidence.
a. The movement in a normal fault directly causes
volcanic eruption because it can also trigger an
earthquake, and when it moves, it also affects active
volcanoes in the area.
b. The movement along normal faults itself is not
typically enough to cause a volcanic eruption
directly. However, normal faulting can indirectly
influence volcanic eruptions in certain ways:
Formation of volcanic rift zones, Influence on
volcanic plumbing systems, and Indication of
tectonic activity.
c. Normal faults do not cause a volcanic eruption
because the movement is usually slow and
aseismic.

9. Divide the class into five groups. Distribute to each group a copy of the CER Worksheet.
10. Ask the question:
“Is the fault movement enough to cause earthquakes and volcanic eruptions?”
11. Students will keep in mind this question when reading the assigned text. Then have students read.
12. For Situation 1-3, students will study the table provided. The students will be guided in pointing out the problem about how fault movement can cause earthquakes and volcanic eruptions
through the articles and questions generated based on the problem.
13. The students will be asked to answer multiple choices and fill in the blanks questions in order to do the CER steps highlighting the important components of each step.

MEETING 3: Guided Practice - Semi - Scaffolded/ Differentiation by Content , Process and Environment
14. Distribute Worksheet 2 discussing Earthquake and Faults
WORKSHEET 2
Types of Fault
Click the link below to access the article:
https://courses.lumenlearning.com/geo/chapter/reading-
causes-of-earthquakes/
EFFECTS
Earthquake Volcanic Eruption
The 800-mile long San Andreas Fault is actually not one Click the link below to access the article:
giant fault, its lots and lots of smaller ones in a row. The https://www.geo.mtu.edu/EHaz/VolcanoInstability_class/
North American and Pacific Plates are grinding past each wyk_de_vries/pdf/
other in a sort of horizontal motion. Geologists call this a lagmay_etal_BV_62_2000_VolcInstabStrikeSlipFault.pdf
strike-slip fault, which are almost vertical breaks in the
crust where each part moves largely horizontally, not up or
down but sideways in opposite directions - the slipping part
- like rubbing the palm of your hands back and forth.
As the plates move they build up strain against the opposite
one until the tension is finally and suddenly released. This
doesn’t happen overnight because that strain is often shared
by different parts of the fault building up for hundreds of
years until it finally releases all the tension and strain in a
sudden movement, which caused one of the deadliest strike-
slips the U.S. has ever seen.
In the 1906 earthquake roads and trees west of the fault in
the San Francisco region moved slightly north as a result. In
fact most of the population of California is on the west side
of the fault, on the Pacific plate and thanks to the slipping
of these plates we’re all moving around 3 inches northwest
every year.
So, If you’re ever bored of the long drive to San Francisco
then don’t worry, all you have to do is hang around for
about 15 million years and soon enough, thanks to the
Strike-Slip Fault, you'll be able to watch the Oakland A's
from your backyard
To access more about the article please click the link:
 https://spectrumnews1.com/ca/la-east/news/2019/08/02/
earthquakes--what-is-a-strike-slip-fault-#:~:text=Geologists
%20call%20this%20a%20strike,your%20hands%20back
%20and%20forth.

QUESTION 1: What type of fault among the three triggers QUESTION 2: How can the movement of strike-slip faults QUESTION 3: Is the movement of a strike-slip fault
most in causing earthquakes and volcanic eruptions? trigger earthquakes? sufficient to cause a volcanic eruption?

CLAIM 1: Claim CLAIM 3

The movement of strike-slip fault triggers earthquake The movement of the strike-slip fault is not sufficient to
cause a volcanic eruption.

Evidence Evidence Evidence

 The pictures above show that there is no specific type that
best triggers the earthquake and volcanic eruption.

Reasoning Reasoning: Reasoning

The occurrence of a strike-slip fault contributes to the
triggering of earthquakes through the buildup and release of
stress along the fault plane. Strike-slip faults are tectonic
boundaries where two blocks of the Earth's crust slide past
each other horizontally. This horizontal movement occurs
due to the shearing or lateral forces acting on the crust.

When the tectonic forces acting on the crust cause the

blocks to resist sliding past each other, stress accumulates
along the fault. This stress can build up over time as the
blocks continue to be locked together, resisting movement.
However, there is a limit to how much stress the rocks can
withstand.

When the accumulated stress exceeds the strength of the

rocks, it overcomes the frictional resistance along the fault
plane, and the blocks suddenly move past each other. This
movement releases the accumulated stress in the form of
seismic waves, resulting in an earthquake.

15. Ask a question that students will keep in mind when reading text:
“Is strike-slip fault movement enough to trigger earthquakes and volcanic eruptions?”
16. The students will read each situation. Afterwards, they will be asked to look back at the skills they learned in Worksheet 1 in order to supply the missing CER steps in each situation.
17. Ask students to explain their answers. In their explanations, have students discuss how they constructed the Claim, wrote and marked the Evidence and picked on the Reasoning. Ask students
to also identify the flow of the Reasoning part beginning with a restatement of the claim, a definition of key terms in the question, the application of the definition to the evidence, and conclusion
of how evidence supports the claim.

MEETING 4: Independent Work - Least Scaffolded/Differentiation by Content and Environment

18. Distribute Worksheet 3 with Text 3A (Types of Faults), 3B (Earthquake), and 3C (Volcanic Eruption). Let the students read the article.
Situation A & B
Surface features that have been broken and offset by the movement of faults are used to determine how fast the faults move and thus how often earthquakes are likely to occur. For example, a
streambed that crosses the San Andreas fault near Los Angeles is now offset 83 meters (91 yards) from its original course. The sediments in the abandoned streambed are about 2,500 years old. If
we assume movement on the San Andreas has cut off that streambed within the last 2,500 years, then the average slip rate on the fault is 33 millimeters (1.3 inches) per year. This does not mean
the fault slips 33 millimeters each year. Rather, it stores up 33 millimeters of slip each year to be released in infrequent earthquakes. The last earthquake offset the streambed another 5 meters (16
feet). If we assume that all earthquakes have 5 meters (5000 millimeters) of slip, we will have earthquakes on average every 150 years: 5000 millimeters divided by 33 millimeters per year equals
150 years. This does not mean the earthquakes will be exactly 150 years apart. While the San Andreas fault has averaged 150 years between events, earthquakes have occurred as few as 45 years
and as many as 300 years apart.
Situation C

Tectonic activity along the Mid-Atlantic Ridge, another divergent plate boundary, can sometimes reach the ocean surface and create new landforms.
(The Mid-Atlantic Ridge marks where the North American and Eurasian plates are ripping apart from each other.) The island nation of Iceland is a
result of geologic activity on the Mid-Atlantic Ridge, and has many active volcanoes, including Eyjafjallajokull, which erupted spectacularly in
2010.

Guided Generalization Activity Sheet

ESSENTIAL QUESTIONS TEXT 1 TEXT 2 TEXT 3

ANSWER: ANSWER: ANSWER:

SUPPORTING TEXT: SUPPORTING TEXT: SUPPORTING TEXT:

REASONS: REASONS: REASONS:

COMMON IDEAS IN REASON:

GENERALIZATION:
19. Ask questions that students will keep in mind when reading text: ….
20. Ask students to work individually and answer below the text on the blanks their Claim, Evidence, and Reasoning. For the Evidence part, students will highlight the corresponding text.
21. Ask students to explain their answers for Claim, Evidence, and Reasoning. Ask students to also identify the flow of their Reasoning part beginning with a restatement of the claim, a definition
of terms in question, the application of the definition to the evidence, and conclusion of how the evidence supports the claim.