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Why did we choose teach about earthquakes?

Earthquakes Special Junior High School of Athens Instructor: Fani Papatoli Biology Teacher MS.Sped. Why did we choose teach about earthquakes?. In terms of earthquake activity Greece takes: The 1st place in Europe The 6 th place in the world Greece is located on the spot where the

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Why did we choose teach about earthquakes?

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  1. EarthquakesSpecial Junior High School of AthensInstructor: Fani Papatoli Biology Teacher MS.Sped. Papatoli

  2. Why did we choose teach about earthquakes? In terms of earthquake activity Greece takes: • The 1st place in Europe • The 6th place in the world Greece is located on the spot where the subduction zone of the Eurasian and African plates exists Papatoli

  3. The Earth’s Major Tectonic Plates Papatoli

  4. Greece on the Borders of the Eurasian and African Tectonic Plates Papatoli

  5. Lesson Plan • Goal: - To have students informed about the phenomenon of earthquakes and prepared to protect themselves in case of an earthquake. Science knowledge + Life Skill of Protection Papatoli

  6. Objectives By the end of the lesson, students will be expected to: • To recognize when an earthquake happens • To distinguish the three different types of earthquakes (tectonic earthquakes, volcanic earthquakes, collapse earthquakes) • To recognize that tectonic earthquakes are more common in Greece • To be able to describe how a tectonic earthquake happens based on the movement of the plate tectonics. Papatoli

  7. Objectives By the end of the lesson, students will be expected to: • To know the difference between epicenter, and focus or hypocenter • To able to distinguish between use of the scale of Mercalli and Richter • To be able to describe the effects of the earthquakes Papatoli

  8. Objectives By the end of the lesson, students will be expected to: • To relate the frequency of earthquakes in Greece to the geographical position of the country • To learn how to protect themselves before the earthquake, during the earthquake and after the earthquake Papatoli

  9. Materials and Sources • The 2nd grade school geography book of Junior High School published by the National Ministry of Education of Greece. • The educational booklet “Crucial Problems,” published by the Goulandris Natural History Museum of Athens. • The booklet “Learning about the Earthquake and the Protection Measures- Instructions for Individuals with Special Needs,” published by the Anti-earthquake Organization of Planning and Protecting of the National Ministry of Infrastructures Transportations and Networks of Greece. • A political map of Greece Papatoli

  10. Methods • 1st step: Connection with previous knowledge acquired in the subject of geography of the 1st grade of Junior High School. Scaffolding questions: • What do you know about earthquakes? • Have you ever experienced an earthquake in the past? • Do you remember that we have talked about earthquakes last year in geography? • What would you do in case of an earthquake? Papatoli

  11. Methods • 2nd step: Introduction of the new knowledge The teacher engages students in a discussion highlighting the geographical position of Greece in the world in relation to the movement of the tectonic plates. Use of the political map of Greece for: • Locating the Eurasian and African tectonic plates • Locating the Greek volcanoes Papatoli

  12. Methods • 2nd step: Introduction of the new knowledge The teacher will: • Use students’ assumptions to introduce the new information • Distribute and explain the booklet “Crucial Problems,” published by the Goulandris Natural History Museum of Athens. • Introduce the protection measures that could be taken before, during, and after the earthquake. Papatoli

  13. Methods • 3rd step: Practical demonstration of the protection measures taken during an earthquake. Extra instructions will be needed for students who use wheelchairs and/or have celebral palsy and can not use their hands for protecting their heads. • 4th step: Summary of the new knowledge. Emphasis on the protection measures. Alleviation of senses of anxiety and fear. Papatoli

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  16. Reflections • The lesson was carried out in four lesson hours of forty minutes due to the high interest of students and the difficulties of the new knowledge. • All students showed major concern about the possible occurrence of an earthquake. None of the students had experienced an earthquake before. • There was an emotional impact on students: anxiety, stress and fear especially for students who use wheelchairs and students with cerebral palsy who cannot use their hands for protecting their hands. Papatoli

  17. Reflections • The role of the teacher was to: alleviate the students’ stress by proposing alternative protection measures and giving emphasis on the fact that most earthquakes in Greece are tectonic and not volcano provoked. The teacher highlighted the purpose of the lesson was to inform and prepare students for a possible earthquake instead of terrifying them. Papatoli

  18. Thank you very much!!! Papatoli

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