http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_natdis/cub_natdis_lesson02.xmllessontext/xmlIntegrated Teaching and Learning Program, earthquakecontinental drifttectonic platesfaultEarthContinental DriftConvection CurrentCoreCrustTectonic PlateFaultLithosphereMantelMoltenNormal FaultOuter CorePlate TectonicsPlate BoundariesReverse FaultTranscurrent Fault

Students learn about the structure of the earth and how an earthquake happens. In one activity, students make a model of the earth including all of its layers. In a teacher-led demonstration, students learn about continental drift. In another activity, students create models demonstrating the different types of faults.

Engineers need to thoroughly understand the processes that shape the Earth so they can design structures (schools, hospitals, bridges, etc.) that are able to withstand natural disasters, such as earthquakes, volcanoes and hurricanes. In addition to designing sturdy, resilient structures, engineers also develop detection devices that help predict earthquakes and tsunamis, as a way to warn people before catastrophes occur. Together, these technologies minimize the number of injuries and casualties that might result. Know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth.Identify major features of Earth’s surface that lead to earthquake development.Explain the distribution and causes of earthquakes that shape/change the Earth.Understand why engineers need to learn about the Earth’s structure. Identify cause-effect relationships involved in earthquakes.Know and understand interrelationships among science, technology and human activity and how they can affect the world.Identify careers that involve science and technology. 50TeachEngineering.orgJessica ToddMelissa StratenMalinda Schaefer ZarskeJanet YowellCurtis, Neil and Michael Allaby. Visual Factfinder. Planet Earth. New York: Kingfisher Books, Grisewood and Dempsey and Co., 1993.Press, Frank and Raymond Siever. Understanding Earth. New York: W.H. Freeman and Company, 1998.Silverstein, Alvin, Virginia Silverstein and Laura Silverstein Nunn. Plate Tectonics. Brookfield, CT: Twenty First Century Press, 1988.Taylor, Barbara. Earth Explained. A Beginners Guide to Our Planet. New York: Henry Holt and Company, 1997.Walters, Martin and Felicity Trotman. Earth Sciences; A Prentice Hall Illustrated Dictionary. New York: Prentice Hall, 1992.http://www.crustal.ucsb.edu/ics/understanding/http://earthquake.usgs.gov/4kids/http://earthquake.usgs.gov/learning/teachers.phphttp://earthquake.usgs.gov/recenteqsUS/http://www.firepals.org/http://earthquake.usgs.gov/regional/sca/past.phphttp://pubs.usgs.gov/publications/text/dynamic.html#anchor10790904S11416DAInternational_Technology_Education_Association-ITEA_STL_StandardsTechnologyC. Various relationships exist between technology and other fields of study.35S11425A1ColoradoSciencea. Analyze and interpret data identifying ways Earth's surface is constantly changing through a variety of processes and forces such as plate tectonics, erosion, deposition, solar influences, climate, and human activity 55S11425A2ColoradoScienceb. Develop and communicate an evidence based scientific explanation around one or more factors that change Earth's surface55United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-03-305Teacher