This PowerPoint is one small part of the Geology Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 6000+ slide PowerPoint roadmap, 14 page bundled homework package, modified homework, detailed answer keys, 12 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, 6 PowerPoint review Game, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus within The Geology Topics Unit: -Plate Tectonics, Evidence for Plate Tectonics, Pangea, Energy Waves, Layers of the Earth, Heat Transfer, Types of Crust, Plate Boundaries, Hot Spots, Volcanoes, Positives and Negatives of Volcanoes, Types of Volcanoes, Parts of a Volcano, Magma, Types of Lava, Viscosity, Earthquakes, Faults, Folds, Seismograph, Richter Scale, Seismograph, Tsunami's, Rocks, Minerals, Crystals, Uses of Minerals, Types of Crystals, Physical Properties of Minerals, Rock Cycle, Common Igneous Rocks, Common Sedimentary Rocks, Common Metamorphic Rocks.
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
4. -Nice neat notes that are legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn.
15. • Activity Link! Make a seismograph
• http://pbskids.org/zoom/activities/sci/seism
ometer.html or http://science-
mattersblog.blogspot.com/2011/04/earthq
uakes-make-seismograph.html
16. • iSeismometer for the Ipad
– Learn more at…
http://www.iseismometer.com/
17. • Video Link! Seismographs and Seismomitor
– http://www.youtube.com/watch?v=Gbd1FcuLJLQ
34. • Top 10 Largest earthquakes in the world
since 1900.
Learn more about the Top Ten Earthquakes at…
http://earthquake.usgs.gov/earthquakes/world/10_
largest_world.php
49. • Other notable earthquakes.
– New Madrid Missouri Earthquake 1811-1812
– Between 7 and 8 on Richter Scale
– Area was sparsely populated in the 1800‟s
50. • Other notable earthquakes.
– New Madrid Missouri Earthquake 1811-1812
– Between 7 and 8 on Richter Scale
– Area was sparsely populated in the 1800‟s
51. • The Loma Prieta Earthquake (World Series
Earthquake) 1989
– Hit San Francisco Bay Area (6.9)
52. • San Francisco Earthquake 1906
– Huge death toll from collapse of buildings and
fire storm that emerged as a result.
– Magnitude 7.7 – 8.25
53. • The Great Kantō earthquake (1923) Mainland
Japan.
– 7.9 on the Richter Scale (140,000 dead)
– Occurred at lunchtime and many fires erupted
from stoves that fell over. (Firestorm)
– Typhoon also hit the area at the same time.
54. • Many more earthquakes have devastated
humanity than were presented in this short
list.
55. • Many more earthquakes have devastated
humanity than were presented in this short
list.
56. • Many more earthquakes have devastated
humanity than were presented in this short
list.
57. • Final Warning. The Cascadia Fault
– The US Northwest is struck by a major
earthquake every 240 years on average.
– It‟s been 311 years since the last major quake.
58. • Recent earthquakes over last seven days
from around the world and magnitude.
– Note how most earthquakes will be on plate
boundaries.
– http://earthquake.usgs.gov/earthquakes/map/
59. • You can now skip ahead a bit to complete
this question.
60. • You can now skip ahead a bit to complete
this question.
68. • Activity! Sheet
Provided
– Locating the Epicenter,
Hypocenter, and some
basic Origami
– Please cut out the box
– Color it / label
epicenter, hypocenter,
fault line.
• Color Seismic Waves
Red
– Fold it correctly and
tape it together.
– Be ready for quiz on
next slide.
69. • Activity! Sheet
Provided
– Locating the Epicenter,
Hypocenter, and some
basic Origami
– Please cut out the box
– Color it / label
epicenter, hypocenter,
fault line.
• Color Seismic Waves
Red
– Fold it correctly and
tape it together.
– Be ready for quiz on
next slide.
70. • Activity! Sheet
Provided
– Locating the Epicenter,
Hypocenter, and some
basic Origami
– Please cut out the box
– Color it / label
epicenter, hypocenter,
fault line.
• Color Seismic Waves
Red
– Fold it correctly and
tape it together.
– Be ready for quiz on
next slide.
71. • Activity! Sheet
Provided
– Locating the Epicenter,
Hypocenter, and some
basic Origami
– Please cut out the box
– Color it / label
epicenter, hypocenter,
fault line.
• Color Seismic Waves
Red
– Fold it correctly and
tape it together.
– Be ready for quiz on
next slide.
72. • Activity! Sheet
Provided
– Locating the Epicenter,
Hypocenter, and some
basic Origami
– Please cut out the box
– Color it / label
epicenter, hypocenter,
fault line.
• Color Seismic Waves
Red
– Fold it correctly and
tape it together.
– Be ready for quiz on
next slide.
73. • Activity! Sheet
Provided
– Locating the Epicenter,
Hypocenter, and some
basic Origami
– Please cut out the box
– Color it / label
epicenter, hypocenter,
fault line.
• Color Seismic Waves
Red
– Fold it correctly and
tape it together.
– Be ready for quiz on
next slide.
74. • Activity! Sheet
Provided
– Locating the Epicenter,
Hypocenter, and some
basic Origami
– Please cut out the box
– Color it / label
epicenter, hypocenter,
fault line.
• Color Seismic Waves
Red
– Fold it correctly and
tape it together.
– Be ready for quiz on
next slide.
75. • Activity! Sheet
Provided
– Locating the Epicenter,
Hypocenter, and some
basic Origami
– Please cut out the box
– Color it / label
epicenter, hypocenter,
fault line.
• Color Seismic Waves
Red
– Fold it correctly and
tape it together.
– Be ready for quiz on
next slide.
No directions on folding. Science
is learning through experience in
its simplest form. Figure it out.
105. • An earthquake requires three monitoring
stations to determine it‟s location.
106. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount.
107. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
108. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
109. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
110. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
111. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
112. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
113. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
114. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
115. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
116. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
117. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
118. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
119. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
120. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
121. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
122. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
123. • An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.
146. • Activity! S and P Gap.
– Have two students line up next to each other
against the wall.
– Label one as the fast walker (P-wave) and one as
the slow walker (S-wave “Side to Side Macho
Man”)
– Each students begins walking across room at
same time and various students (monitoring
stations) time the gap between the two students
as they walk by.
– Start timer when P-wave passes, and end when
S-wave arrives.
– Have the monitor stations share times.
156. • Activity! S and P Gap.
P-Wave
S-Wave
END TIMER START TIMER
157. • Activity! S and P Gap.
P-Wave
S-Wave
END TIMER START TIMER
158. • Activity! S and P Gap.
P-Wave
S-Wave
END TIMER START TIMER START
159. • Activity! S and P Gap.
P-Wave
S-Wave
END TIMER START TIMER START
160. • Activity! S and P Gap.
P-Wave
S-Wave
END TIMER END TIMER START
161. • Activity! S and P Gap.
P-Wave
S-Wave
END TIMER END TIMER START
162. • Activity! S and P Gap.
P-Wave
S-Wave
END TIMER END TIMER START
163. • Activity! S and P Gap.
P-Wave
S-Wave
END TIMER END TIMER START
164. • Activity! S and P Gap.
P-Wave
S-Wave
END TIMER END TIMER END
165. • Activity! S and P Gap.
P-Wave
S-Wave
END TIMER END TIMER END
166. • Activity! S and P Gap.
P-Wave
S-Wave
END TIMER END TIMER END
167. • Activity! S and P Gap.
P-Wave
S-Wave
END TIMER END TIMER END
168. • Activity! S and P Gap.
P-Wave
S-Wave
END TIMER END TIMER END
Compare times of the gap
between the P wave and the S
wave (should be close)
0:00 0:00 0:00
169. • An earthquake requires three monitoring
stations to determine its location.
– Where‟s the epicenter of the earthquake
below?
178. • Where „s the earthquake below?
B
C
A Epicenter
179.
180. • Where „s the earthquake epicenter below?
B
C
A
D
E
F
G
181. • Where „s the earthquake epicenter below?
B
C
A
D
E
F
G
182. • Where „s the earthquake epicenter below?
B
C
A
D
E
F
G
183. • Where „s the earthquake epicenter below?
B
C
A
D
E
F
G
184. • Where „s the earthquake epicenter below?
B
C
A
D
E
F
G
185. • Where „s the earthquake epicenter below?
B
C
A
Epicenter
D
E
F
G
186.
187. • Where „s the earthquake epicenter below?
B C
A
D
E
F
G
188. • Where „s the earthquake epicenter below?
B C
A
D
E
F
G
189. • Where „s the earthquake epicenter below?
B C
A
D
E
F
G
190. • Where „s the earthquake epicenter below?
B C
A
D
E
F
G
191. • Where „s the earthquake epicenter below?
B C
A
D
E
F
G
192. • Where „s the earthquake epicenter below?
B C
A
Epicenter
D
E
F
G
193.
194. • Where „s the earthquake epicenter below?
B C
A
D
E
F
G
195. • Where „s the earthquake epicenter below?
B C
A
D
E
F
G
196. • Where „s the earthquake epicenter below?
B C
A
D
E
F
G
197. • Where „s the earthquake epicenter below?
B C
A
D
E
F
G
198. • Where „s the earthquake epicenter below?
B C
A
D
E
F
G
199. • Where „s the earthquake epicenter below?
B C
A
D
E
F
G
200. • Where „s the earthquake epicenter below?
B C
A
D
E
F
G
201.
202. • Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create and epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide
203. • Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create and epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide
204. • Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide
205. • Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide
206. • Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide
207. • Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide
208. • Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide
209. • Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide
210. • Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide
223. A
B
C
*
Epicenter
*
Measure the distances from
each monitoring station to
the epicenter.
Distance to epicenter determined by the
gap between the arrival of the first P
wave and the first S wave
236. • Activity!
– Fill a tray with dry sand several inches or at
least 12 cm.
– Fill a one liter soda bottle with water and cap
and bury into the sand.
237. • Activity!
– Fill a tray with dry sand several inches or at
least 12 cm.
– Fill a one liter soda bottle with water and cap
and bury into the sand.
– Shake tray and observe what happens.
238. • Activity!
– Fill a tray with dry sand several inches or at
least 12 cm.
– Fill a one liter soda bottle with water and cap
and bury into the sand.
– Shake tray and observe what happens.
239. • Activity!
– Moisten sand but don‟t super saturate.
– Shake tray and observe what happens.
240. • Activity!
– Moisten sand but don‟t super saturate.
– Shake tray and observe what happens.
241. • Activity!
– Fill tray with lots of water so water is visible on
the surface..
– Shake tray and observe what happens.
242. • Activity!
– Fill tray with lots of water so water is visible on
the surface..
– Shake tray and observe what happens.
243. • Activity!
– Fill tray with lots of water so water is visible on
the surface..
– Shake tray and observe what happens.
– Why?
244. • Activity!
– Fill tray with lots of water so water is visible on
the surface..
– Shake tray and observe what happens.
– Why? Liquefaction. The sand (solid) mixed
with water (liquid) and acted as a liquid.
245. • Activity!
– Fill tray with lots of water so water is visible on
the surface..
– Shake tray and observe what happens.
– Why? Liquefaction. The sand (solid) mixed
with water (liquid) and acted as a liquid.
266. • This part of the PowerPoint roadmap is just one small
part of my Geology Topics Unit. This unit includes…
• A six part 6,000 Slide PowerPoint Presentation / unit
roadmap full of activities, review questions, games, video
links, flashcards, materials list, and much more.
• A 18 bundled homework package, modified version, 19
pages of unit notes, 6 PowerPoint Review Games of
100+ slides each, videos, rubrics, and much more that
all chronologically follow the unit slideshow.
• This is a fantastic unit for any Earth Science Class.
• http://sciencepowerpoint.com/Geology_Unit.html
267.
268. Areas of Focus within The Geology Topics Unit:
-Areas of Focus within The Geology Topics Unit: Plate Tectonics, Evidence for
Plate Tectonics, Pangea, Energy Waves, Layers of the Earth, Heat Transfer,
Types of Crust, Plate Boundaries, Hot Spots, Volcanoes, Positives and
Negatives of Volcanoes, Types of Volcanoes, Parts of a Volcano, Magma, Types
of Lava, Viscosity, Earthquakes, Faults, Folds, Seismograph, Richter Scale,
Seismograph, Tsunami‟s, Rocks, Minerals, Crystals, Uses of Minerals, Types of
Crystals, Physical Properties of Minerals, Rock Cycle, Common Igneous Rocks,
Common Sedimentary Rocks, Common Metamorphic Rocks., Age of the Earth,
Uniformitarianism, Principle of Superposition, Earth History, Time Units,
Timeline of Events, Basic Evolution, Mass Extinction Events, Dinosaurs, Early
Mammals, and more.
Full Unit can be found at…
http://sciencepowerpoint.com/Geology_Unit.html
269.
270.
271.
272.
273.
274.
275. • This was a very brief tour. Please visit the
links below to learn more about each of the
units in this curriculum package.
– These units take me about four years to complete
with my students in grades 5-10.
Earth Science Units Extended Tour Link and Curriculum Guide
Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html
Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html
Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html
Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html
Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html
Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html
= Easier = More Difficult = Most Difficult
5th – 7th grade 6th – 8th grade 8th – 10th grade
276. Physical Science Units Extended Tour Link and Curriculum Guide
Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.
html
Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html
Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html
Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html
Life Science Units Extended Tour Link and Curriculum Guide
Human Body / Health Topics
http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html
DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html
Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html
Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html
Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html
Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html
Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html
Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm
Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html
Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html
278. • The entire four year curriculum can be found at...
http://sciencepowerpoint.com/ Please feel free to
contact me with any questions you may have.
Thank you for your interest in this curriculum.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com