Q
Three black transparency markers and three red ones
TEACHING CLUES AND CUES
Q
Overhead projector
Q
Student copies of Master 2.2e, World Map Grid (key)
If your class is very
large, you may want to
give each group more
than one copy of the
P ROC E DUR E
Teacher Preparation
Borrow a number of globes and/or atlases in addition to the ones you
keep in the classroom, so students can locate cities and countries as
they plot latitude and longitude.
A. Introduction
Briefly review the system of latitude and longitude and how these
coordinates are used to pinpoint geographic locations. Ask the
students what country or region of the world they think has the largest
number of earthquakes in any given year. Note their answers on the
chalkboard or on poster paper, but do not comment. Tell them that in
this activity they will be working with real earthquake data.
B. Lesson Development
1. Divide students into eight roughly equal groups. Distribute one of
the eight tables in Master 3.4a, Earthquakes of the Day, to each group.
Explain that each of the tables lists the earthquakes that occurred
around the world on one day; all were recorded on the monthly listing
from the U.S. Department of the Interior/U.S. Geological Survey,
Preliminary Determinations of Epicenters. Give Master 3.4b, Notable
World Earthquakes, to the group with Table I (1/1/90), along with one
blank transparency.
tables and the map so students can
work in smaller subgroups.
TEACHING CLUES AND CUES
Do not reduce the map
to one page. The scale
will be too small to be of
use.
2. Give each group a copy of Master 3.4c, World Map. Have students
cut and tape the two pages together. Do not reduce to one page.
Students in each group may take turns finding the epicenters and
marking the maps.
3. Instruct students to distinguish the locations of earthquakes below
40 km from the more common shallow earthquakes by drawing rings
around the dots that represent them with the red pencil or pen.
4. Distribute the other three transparency maps and markers to the
three groups that complete their work first. Instruct students in each
group to transfer the positions on their maps onto the transparency,
using the black and red markers as above, and write the dates of the
earthquakes depicted on the map. As each group completes its work it
may pass the transparency on to another group until all the
earthquakes from all nine tables have been recorded on the three
transparencies.
5. Instruct the group working with Master 3.4b to plot those
earthquakes on their separate transparency and label it.
6. Collect the transparency maps. Stack the three depicting
earthquakes of the day (Tables 1-8) on the projector so that they are
displayed simultaneously. Then distribute copies of Master 2.2e, the
key to the World Map Grid from lesson 2.2.
A G U
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F E M A
194
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E I S M I C
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