Table 1 Differences Across Embedded and Non-embedded Classes
From: Leveling the playing field: Grounding learning with embedded simulations in geoscience
| Â | Embedded class | Non-embedded class |
|---|---|---|
Technology | • 4 computers • Distributed around the room • Seismometers were always moving • Displays on all day • Displays on entire unit • Earthquakes happened at random times • Trilaterated using classroom space | • 4 computers • All in a row • Seismometers showed still pictures • Displays on only in science • Displays on only 2 weeks • Earthquakes happened in the past • Trilaterated with maps and strings |
Time and class periods | • Approximately 16 class periods • Science 4 days a week • Science periods 40 minutes • Approximately 700 minutes of RoomQuake (RQ) | • 18 class periods • Science 3 days a week • Science periods 1 hour • Approximately 1000 minutes of RQ |
Background story | • Quakes are happening in the school • Happening in real time • Seismometers are sensing vibrations all day • Students locate 15 quakes | • Quakes are happening in California • Happened years ago • Seismometers only show still pictures • Students locate 15 quakes |
Lesson 1 – Introduction to RQ | • What I know about earthquakes • Discussion about what students know and are wondering about earthquakes | • Same as embedded |
Lesson 2 –Measuring, recording, and trilaterating | • Lesson about trilateration, waves, and nomogram • New vocabulary introduced • Class discussion about big ideas from today | • Same as embedded |
Lesson 3 – Finding epicenters | • Revisit lesson on trilateration, waves, and nomograms • Use sample seismograms to practice measuring waves • Use strings to demonstrate trilateration in the classroom • Class discussion about big ideas from today • Students should now be ready for a quake to happen at any time until the end of the unit • Quakes happen at random times throughout the rest of the lessons • Students enter data in field guides and on public displays • Class discussions after each RoomQuake is plotted to discuss any patterns that students may be seeing in the charts and maps | • Same as embedded • Same as embedded • Use overhead transparency of California to demonstrate trilateration on map • Students go to large wall maps and seismograms • They plot their first earthquake on the map and record the data in their field guides • The students will continue locating earthquakes until all have been plotted (this took a total of 5 science class periods) • Class discussions at the end of every science period to discuss any patterns that students may be seeing • After final quake is plotted have the entire class look at all the charts and maps that were created across the epicenter location activities and discuss what happened |
Lesson 4 – Earthquake research | • Break class into 7 groups: tectonic plates/earthquake location, earth layers, measuring/locating, historic quakes, quake preparation/safety, faults/geographic features, seismic waves • Have students research their topic with provided library books • Record research notes in field guide • Each group creates a presentation to share with the class • Students take notes on other groups’ presentations | • Same as embedded |
Lesson 5 – Earth’s layers | • Students draw a picture of earth’s layers only using prior knowledge • Teacher shows overhead of real layers • Lecture on layers and what they are made of • Students split into pairs and make clay models of earth’s layers | • Same as embedded |
Lesson 6 – Plate tectonics | • Students write down their ideas about how the continents moved and about Pangea • Class discussion about continental drift versus plate tectonics • Teacher explains that plate tectonics is correct and explains convection currents • Make Pangea flip books • Return to big ideas and discuss questions students still may have | • Same as embedded |
Lesson 7 – Tectonic boundaries | • Teacher explains the different types of plate boundaries • Teacher shows animations of each type of boundary from the usgs.org site • Snicker bar demonstration of boundaries • Students label the plate boundary pictures in their field guides and the geographic formations associated with each type • Return to big ideas, journal about today’s activities | • Same as embedded |
Lesson 8 – Seismic waves | • Teacher shows overhead of “waves” field guide page • Class talks about the properties of the different types of waves • Speed and range of waves is discussed (5.5 magnitude quake can be felt all over the world) • Slinky demonstration to show differences between P and S waves • Class discusses historic earthquakes – teacher explains there is a 100% chance of an earthquake everyday • Big ideas, students’ journal about today’s lesson | • Same as embedded |
Lesson 9 – Wrap up and closing | • Review of major topics from unit • Students fill out post-anticipation guide | • Same as embedded |