Show the students several adolescent novels.  Say, "What are these?" (Books)  "Why do you read an adolescent novel?" (To enjoy the story)  Now show the students various textbooks and research books.  Ask, "What are these?" (Textbooks)  "Why do you read textbooks?" (To get information)  Explain to the students that they need to understand both kinds of reading material:  narrative text (stories) and expository text (social studies, science, math, etc.).  "Learning the meanings of science words and learning how to take notes, conduct research, do science experiments, and write business letters will help you better understand the information in your textbooks." 

Have the students divide into teams of two and play the Earthquakes in Oklahoma Board Game.  Here are the rules:  Issue two copies of of the glossary and two copies of the game board per student, along with a paper clip.  Have students cut one copy of the glossary apart by rows.  Then have students fold each word and definition row in half and tape it together so that the word appears on the front of the card and the definition on the back. Mix up the vocabulary words and definitions.  Have students use small pieces of paper as their markers.  Use the paper clip as a spinner by inserting the tip of a pencil through the paper clip into the center of the spinner and spinning the paper clip.  In order to play, the first player spins, but before s/he moves, s/he must either provide the correct definition or vocabulary word requested when s/he turns up the first card on the stack.  If the first player is correct, s/he is allowed to continue until a mistake is made.  Even if the player will obviously land in a "bad" spot, s/he must still recite the vocabulary word or definition and play out the turn.  The first player to the finish line wins the game. After completing the board game, the students will work in pairs to complete the  Earthquake Vocabulary Crossword Puzzle and the “Homonyms in the Meers Fault Story” Practice page. 

Modeling: Say, "Today we are going to learn about earthquakes.  Many people do not believe that earthquakes can happen in Oklahoma."  Ask the students if any of them have ever been in an earthquake. Explain to the students what an earthquake is using building blocks.  Show the transparencies "The Egg and the Earth" and "The Earth's Crust", distribute the hard-boiled eggs, and talk about the layers of the earth. Display the beach ball and explain that the crust of the earth is cracked into pieces just like the eggshell.  The pieces are called plates.  There are three types of plate boundaries.  Show the transparency "Plates on the Move", then have the students help demonstrate each type of plate boundary using the boxes and arrows.  Explain that this movement of the plates causes strain when they bump and push.  When the strain is too great, energy is released as an earthquake.  Let the students snap twigs to demonstrate energy being released.  Explain that the shaking of the earthquake is caused by waves.  There are two types of waves, P-waves and S-waves.  Demonstrate each type of wave. 

The team members will read "The Meers Fault: Earthquakes in Oklahoma" using the choral reading method. After each group has finished reading the story, show the example of the Inquiry Chart on a transparency. Describe each section of an Inquiry Chart and define/describe the vocabulary contained in the chart.  Explain the importance of organizing information when gathering answers to questions from different sources, and how Inquiry Charts are useful in organizing information in science, history, math, etc. Explain that students will conduct research related to earthquakes in Oklahoma, specifically the Meers Fault.  Allow students to select their research topics and begin seeking answers to their guiding questions at the research stations in the classroom.