earthquake assignment high school

• American Samoa
• British Columbia
• Central U.S. (AL AR IA IL IN KS KY LA MO MS NE OH OK TN)
• New Zealand
• NorthEast U.S. (CT MA ME NH NJ NY PA RI VT)
• Puerto Rico
• Quebec & Eastern Ontario
• SouthEast U.S. (DC DE FL GA MD NC SC VA WV)
• Upper MidWest U.S. (MI MN ND SD WI)
• U.S. Virgin Islands
• Washington State
• Other Countries
• Earthquake Safety (16 Languages)

ShakeOut Educational Resources

Simple Activities and Games

These activities are designed to increase student knowledge about earthquake science and preparedness. They simple activties can be done anytime in the weeks leading up to the ShakeOut drill. Each activity should last approximately half an hour and can be used in classrooms, museums, and other educational settings. They are not sequence-bound, but when used together they provide an overview of earthquake information for children and students of various ages.

Each activity has a guide, followed by matching activity sheets. Directions on how to conduct each activity and relevant background content for each topic can be found in the guide pages.

Educational Materials, Websites, and other Resources

The following materials are resources for K-12 educators to help students prepare for the ShakeOut drill this October. The lesson plans and activities are organized by grade but they can be adapted for most grade levels.

Recommended Standards-Based Resources (organized by Los Angeles County Office of Education) . (PDF)

• Recommended Standards-Based Scientific Resources supporting the Great Southern California Shakeout (applicable statewide)
• Includes Standards Correlations and Recommended Reading/Activites

American Red Cross Masters of Disaster Program

• Masters of Disaster® disaster preparedness curriculum teaches children how to prevent, prepare for and respond to disasters and other emergencies.
• Topics include: Earthquakes, Fire Prevention and Safety, Floods
• Help reduce children's anxiety about unknown aspects of disasters and tragic events.

Team SAFE-T Course Materials

• Includes five 45-minute lessons to be taught over five days (free registration required)

SCEC Earthquake Country Los Angeles Online Kit

• Online kit to teach students why earthquakes occur, why it is difficult to predict them what they can do to protect themselves and their family from an earthquake.
• Lesson plans include: plate tectonics, plotting earthquake epicenters, seismic waves, earthquake predictability, and earthquake preparedness.
• Designed for grades 5-8. Each lesson can be completed in one or two 45-minute class periods.

FEMA 527 – Earthquake Safety Activities for Children and Teenagers (PDF)

• Provides ready-to-use, hands-on activities for students and teachers explaining what happens during an earthquake, how to prepare, and how to stay safe during and after an earthquake.
• Contains reference section for FEMA Publications

Tremor Troop: EARTHQUAKES – A Teacher's Package for Grades K-6

• Tremor Troop publication includes matrices that link classroom activities to the National Science Education Standards
• Lessons introduce how earthquakes are defined, why and where earthquakes occur, the physical results of earthquakes, and how earthquakes are measured.

USGS Earthquakes for Kids

• Topics include: Latest Quakes, Learning Links & Earthquake Activities, Earthquake History, Science Fair Project Ideas, Animations, Earthquake Facts & Pictures, and Ask a Geologist.

USGS Earthquakes for Teachers

• Links include: Earthquake Photo Collections, PowerPoint Slideshow, Animations for Earthquake Terms & Concepts, USGS Education Website, Store, Publications, and Maps.

California Geological Survey - Earthquakes

• Studies earthquakes to help Californians plan and build earthquake resistant communities.
• Record the strong ground motion from earthquakes, study the distribution of historic earthquakes and evaluate faults that are the source of earthquakes
• Combine that information to prepare maps showing the potential for ground shaking, fault rupture, liquefaction and seismically induced landslides.

California Geological Survey - Seismic Hazard Zone Maps

• Locations of active faults, and potential liquefaction and landslide zones.
• Includes interactive map (PDF)

California Geological Survey Educational Resources Center

• Includes: Statewide Geology Maps, Teacher’s Aid, California Geology 101 (History and Glossary of terminologies), Student Activities, and the CGS Library database.

Grades 7-12

Recommended Standards-Based Resources (organized by Los Angeles County Office of Education) (PDF)

American Red Cross Masters of Disaster Program (Grades 7-8)

• Educates students on earthquakeprevention, prepare for and respond to disasters and other emergencies. Topics include: Earthquakes, Fire Prevention and Safety, Floods
• Help reduce anxiety about unknown aspects of disasters and tragic events.
• Can be modified for grades 9-12. Each lesson can be completed in one or two 45-minute class periods.

Seismic Sleuths: EARTHQUAKES – A Teachers's Package for Grades 7-12

• Provides middle and high school teachers with information about the causes and effects of earthquakes.
• Discuss the causes of earthquakes, crustal stresses and the earth's structure, and their effects; seismic waves and the development of seismology; earthquake resistant design techniques; earthquake preparedness and historical earthquakes.

California Geological Survey - Seismic Hazard Zone Maps 

Home » Teaching Earth Science » Earthquake Lesson Plans

Earthquake Classroom Activities and Lesson Plans

Find other topics on geology.com:.

It seems JavaScript is either disabled or not supported by your browser. To view this site, enable JavaScript by changing your browser options and try again.

Jump to main content

Earth Science Activities

Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.

© 2009 California Academy of Sciences

Students will explore tectonic plate boundaries and different types of seismic waves generated by earthquakes.

"Boats" © 2016 Dennis Jarvis

Using a model, students will construct explanations for one of the reasons why fish populations are declining.

"Global Biomes" © 2012 NASA Socioeconomic Data and Applications Center

Where are our rainforests? Why are they there?

© Sally Crossthwaite

What types of natural resources are used to make the objects we use in everyday life? Play bingo to find out!

© 2011 SmartFat

By building your own seismograph to document shaking, you'll learn how scientists measure earthquake intensity.

Photo by Tim McCabe, USDA Natural Resources Conservation Service

Where is all of our planet's water stored?

© nutmeg 66

How can you turn a snail, worm, or roly-poly into an object of inquiry for a young learner? Ask a few questions!

© Cletus Lee

You can make and test predictions using the simplest of invertebrates.

© U.S. Geological Survey

Want to play a board game to learn about rock formation? Explore geologic processes, fast and slow.

By conducting a survey of an outdoor environment, students will design solutions for preventing marine debris.

© Christian Hold

What kinds of everyday objects contain carbon? This introductory activity will help you get it straight!

© Kaz Canning

How does the finite amount of carbon on this planet move around in the environment, from one place to another?

Can you create a model of how carbon flows between the biosphere, hydrosphere, atmosphere, and lithosphere?

"Nuclear Power Plant Cattenom" © 2005 Stefan Kühn

What are the problems associated with burning fossil fuels?

What are the consequences of mining for fossil fuels?

"Behold thy Landfill" © 2010 Justin Ritchie

By sorting our waste into different bins, we can make a huge impact.

"Morganza Spillway" © 2011 NASA Earth Observatory

Can we use a model to predict the impacts of nutrient pollutants on an aquatic ecosystem?

©NASA/GSFC/Jeff Schmaltz/MODIS Land Rapid Response Team

Observations inspire scientific questions and drive discoveries. Explore seasonal primary productivity on Earth!

© Claudia Daggett

In this activity, students will be transformed into strategically low-impact world travelers.

In this activity, students gain insight into the challenges associated with meeting various design requirements.

© 2015 California Academy of Sciences

In this two-day lesson, students explore several issues surrounding our current global food system.

Practice rapid ideation—an important step in design thinking—by brainstorming solutions to food systems issues.

In this activity, students will work together to weigh potential solutions to global food system issues.

Design Thinking Challenge: Are your students ready to tackle a food system issue at home or in their school?

Students contextualize a design problem by examining the water consumption of smartphones, boots, and chocolate.

In this two-day lesson, students explore several issues surrounding global water use and conservation.

Practice rapid ideation—an important step in design thinking—by brainstorming solutions to global water issues.

In this activity, students will work together to weigh potential solutions to water use and conservation issues.

Design Thinking Challenge: Are your students ready to tackle a water issue at home or in their school?

Students will practice distinguishing between correlation and causation within the context of climate change.

Challenge your students to design an efficient bus system for a fictitious town.

What factors and constraints do we have to consider when designing a renewable energy plan for a community?

In this lesson, students explore the benefits and drawbacks of nuclear energy to decide if it's worth the risk.

Popular Collections

Lessons by grade level.

Log In Join Now

• Other STEM Subjects Other STEM Subjects View all
• Robotics Robotics View all
• Video Games Video Games View all
• Wind Energy Wind Energy View all
• Enter search terms

Earthquakes Activities

Build an earthquake-proof structure.

Students will construct a structure out of drinking straws to see if it can withstand an earthquake. Students will learn about the concepts of force and engineering design to accurate…

• From http://teachers.egfi-k12.org/activity-earthquake-proof-structure/
• Added February 12, 2015
• Tags discovery engineering

Make an Earthquake!

Students will learn about the different waves generated during an earthquake. This experiment will help them visualize how P waves travel through earthquakes. Adult supervision may be…

• From http://www.kids-earth-science.com/elementary-science-experiment.html
• Added February 10, 2015
• Tags discovery

Seismic Monitor

Ever want to learn more about earthquakes? Go through this activitiy to see the sesimic waves in certain areas around the world!

• From iris.edu
• Added June 10, 2014

Rocks, Minerals & Soils

This short and fun exercise lets kids explore rock and minerals. They can learn some new information!

• From sciencekids.co.nz
• Added November 13, 2012

Is There a Whole Lot of Shaking Going On? Make Your Own Seismograph and Find Out! (Earthquakes)

Seismographs are important tools when it comes to helping scientists measure earthquakes.Children can make their own seismographs and even test them by following these directions. Thi…

• From sciencebuddies.org
• Added January 25, 2012

ABAG Home Contents Safety Quiz

Learn how common household objects can be effected by an earthquake through this fact or fiction activity.Enhance your knowledge in a safe setting.  

• From abag.ca.gov

How Do I Make My Own P and S Waves?

This activity is designed to show participants the difference between the motion of a P wave from a S wave. These waves are a crucial component of earthquakes.

• From geo.mtu.edu

How to Build a Model Illustrating Sea-Floor Spreading and Subduction

Children have the opportunity to work on their own earthquake model to help spur better understanding of earthquakes. They will work to represent the features of plate tectonics, subd…

• From pubs.usgs.gov

How Do I Locate That Earthquake's Epicenter?

This activity shows participants how to find the epicenter of an earthquake!

Beat the Quake

An earthquake is about to hit and you need to make your home safe to live in. Would you know the best way to secure items like bookshelves, TVs and pictures so that they do not harm p…

• From dropcoverholdon.org

Stop Disasters

Planning for natural disasters is a strenuous occupation. Children will learn exactly what goes into fortifying a community from a natural disaster through this game. They will have t…

• From stopdisastersgame.org

Listen for Fun

This fun and interactive activity exposes children to the sounds of earthquakes in a safe setting. They will be exposed to different magnitudes of earthquake sounds. This is a great w…

• From earthquake.usgs.gov

Browse Activities

• All Subjects
• Crime Scene Investigation
• Extreme Weather
• Medical Innovations
• Other STEM Subjects
• The Animal Kingdom
• Under the Sea
• Video Games
• Wind Energy

Suggest an Activity

• Become a Sponsor
• Give Us Feedback
• Make a Recommendation
• Learn About Us

Copyright 2024 STEM-Works Privacy Policy | Terms of Use

Earthquake Topics

• The Science of Earthquakes - the basics in brief.
• Animations for Earthquake Terms & Concepts
• This Dynamic Earth: The Story of Plate Tectonics - comprehensive overview of plate tectonics with excellent graphics.
• This Dynamic Planet - World Map of Volcanoes, Earthquakes, Impact Craters, and Plate Tectonics.
• EQ101 Presentation - the basics with lots of images.
• USGS Education Web Site
• USGS Store - Publications and Products
• USGS National Atlas Maps
• IRIS Education and Public Outreach - amazing collection of resources!
• The Active Earth - an index to all IRIS geoscience webpages.
• All Resources
• USGS Only Resources

Resources by Level

Middle school, high school.

• Topic All Basics Books Careers Crustal Deformation Damage from Earthquakes Deaths from Earthquakes Earth Structure Earthquake Facts Education Resources Effects, Earthquake Engineering, Earthquake Faults & Fault Types Field Trips-Virtual & Real Forces Foreshocks Geology Hazards Historic Earthquakes History-Earthquakes, Seismology Intensity Lessons Online Locating Earthquakes Magnitudes Maps Modeling Myths New Madrid Seismic Zone Paleoseismology Parkfield Photos, Earthquake Plate Tectonics Prediction Preparedness & Response Research Rock Mechanics San Andreas Fault Seismic Seiches Seismic Waves Seismicity Seismographs, Instruments Shaking Site Response Societal Effects Statistics Surface Features-Faults Trenching Triggering of Earthquakes Tsunamis
• Content Type All Fun & Games Graphics Info Interactive Lesson Plans
• Level All College Elementary school General Audience High School Middle School
• Region All Caribbean Haiti Himalayas Indonesia Japan South America Turkey US US-Alaska US-California US-California, Bay Area US-California, Northern US-California, Parkfield US-California, Southern US-Central US-Eastern US-Hawaii US-Intermountain West US-New Madrid US-Northeastern US-Pacific Northwest

Choose a Topic

• Crustal Deformation
• Damage from Earthquakes
• Deaths from Earthquakes
• Earth Structure
• Earthquake Facts
• Education Resources
• Effects, Earthquake
• Engineering, Earthquake
• Faults & Fault Types
• Field Trips-Virtual & Real
• Historic Earthquakes
• History-Earthquakes, Seismology
• Lessons Online
• Locating Earthquakes
• New Madrid Seismic Zone
• Paleoseismology
• Photos, Earthquake
• Plate Tectonics
• Preparedness & Response
• Rock Mechanics
• San Andreas Fault
• Seismic Seiches
• Seismic Waves
• Seismographs, Instruments
• Site Response
• Societal Effects
• Surface Features-Faults
• Triggering of Earthquakes

• Skip to main content
• Keyboard shortcuts for audio player

The huge solar storm is keeping power grid and satellite operators on edge

Geoff Brumfiel

Willem Marx

NASA's Solar Dynamics Observatory captured this image of solar flares early Saturday afternoon. The National Oceanic and Atmospheric Administration says there have been measurable effects and impacts from the geomagnetic storm. Solar Dynamics Observatory hide caption

NASA's Solar Dynamics Observatory captured this image of solar flares early Saturday afternoon. The National Oceanic and Atmospheric Administration says there have been measurable effects and impacts from the geomagnetic storm.

Planet Earth is getting rocked by the biggest solar storm in decades – and the potential effects have those people in charge of power grids, communications systems and satellites on edge.

The National Oceanic and Atmospheric Administration says there have been measurable effects and impacts from the geomagnetic storm that has been visible as aurora across vast swathes of the Northern Hemisphere. So far though, NOAA has seen no reports of major damage.

The Picture Show

Photos: see the northern lights from rare, solar storm.

There has been some degradation and loss to communication systems that rely on high-frequency radio waves, NOAA told NPR, as well as some preliminary indications of irregularities in power systems.

"Simply put, the power grid operators have been busy since yesterday working to keep proper, regulated current flowing without disruption," said Shawn Dahl, service coordinator for the Boulder, Co.-based Space Weather Prediction Center at NOAA.

NOAA Issues First Severe Geomagnetic Storm Watch Since 2005

• LISTEN & FOLLOW
• Apple Podcasts
• Google Podcasts
• Amazon Music
• Amazon Alexa

Your support helps make our show possible and unlocks access to our sponsor-free feed.

"Satellite operators are also busy monitoring spacecraft health due to the S1-S2 storm taking place along with the severe-extreme geomagnetic storm that continues even now," Dahl added, saying some GPS systems have struggled to lock locations and offered incorrect positions.

NOAA's GOES-16 satellite captured a flare erupting occurred around 2 p.m. EDT on May 9, 2024.

As NOAA had warned late Friday, the Earth has been experiencing a G5, or "Extreme," geomagnetic storm . It's the first G5 storm to hit the planet since 2003, when a similar event temporarily knocked out power in part of Sweden and damaged electrical transformers in South Africa.

The NOAA center predicted that this current storm could induce auroras visible as far south as Northern California and Alabama.

Extreme (G5) geomagnetic conditions have been observed! pic.twitter.com/qLsC8GbWus — NOAA Space Weather Prediction Center (@NWSSWPC) May 10, 2024

Around the world on social media, posters put up photos of bright auroras visible in Russia , Scandinavia , the United Kingdom and continental Europe . Some reported seeing the aurora as far south as Mallorca, Spain .

The source of the solar storm is a cluster of sunspots on the sun's surface that is 17 times the diameter of the Earth. The spots are filled with tangled magnetic fields that can act as slingshots, throwing huge quantities of charged particles towards our planet. These events, known as coronal mass ejections, become more common during the peak of the Sun's 11-year solar cycle.

A powerful solar storm is bringing northern lights to unusual places

Usually, they miss the Earth, but this time, NOAA says several have headed directly toward our planet, and the agency predicted that several waves of flares will continue to slam into the Earth over the next few days.

While the storm has proven to be large, predicting the effects from such incidents can be difficult, Dahl said.

Shocking problems

The most disruptive solar storm ever recorded came in 1859. Known as the "Carrington Event," it generated shimmering auroras that were visible as far south as Mexico and Hawaii. It also fried telegraph systems throughout Europe and North America.

Stronger activity on the sun could bring more displays of the northern lights in 2024

While this geomagnetic storm will not be as strong, the world has grown more reliant on electronics and electrical systems. Depending on the orientation of the storm's magnetic field, it could induce unexpected electrical currents in long-distance power lines — those currents could cause safety systems to flip, triggering temporary power outages in some areas.

my cat just experienced the aurora borealis, one of the world's most radiant natural phenomena... and she doesn't care pic.twitter.com/Ee74FpWHFm — PJ (@kickthepj) May 10, 2024

The storm is also likely to disrupt the ionosphere, a section of Earth's atmosphere filled with charged particles. Some long-distance radio transmissions use the ionosphere to "bounce" signals around the globe, and those signals will likely be disrupted. The particles may also refract and otherwise scramble signals from the global positioning system, according to Rob Steenburgh, a space scientist with NOAA. Those effects can linger for a few days after the storm.

Like Dahl, Steenburgh said it's unclear just how bad the disruptions will be. While we are more dependent than ever on GPS, there are also more satellites in orbit. Moreover, the anomalies from the storm are constantly shifting through the ionosphere like ripples in a pool. "Outages, with any luck, should not be prolonged," Steenburgh said.

What Causes The Northern Lights? Scientists Finally Know For Sure

The radiation from the storm could have other undesirable effects. At high altitudes, it could damage satellites, while at low altitudes, it's likely to increase atmospheric drag, causing some satellites to sink toward the Earth.

The changes to orbits wreak havoc, warns Tuija Pulkkinen, chair of the department of climate and space sciences at the University of Michigan. Since the last solar maximum, companies such as SpaceX have launched thousands of satellites into low Earth orbit. Those satellites will now see their orbits unexpectedly changed.

"There's a lot of companies that haven't seen these kind of space weather effects before," she says.

The International Space Station lies within Earth's magnetosphere, so its astronauts should be mostly protected, Steenburgh says.

In a statement, NASA said that astronauts would not take additional measures to protect themselves. "NASA completed a thorough analysis of recent space weather activity and determined it posed no risk to the crew aboard the International Space Station and no additional precautionary measures are needed," the agency said late Friday.

People visit St Mary's lighthouse in Whitley Bay to see the aurora borealis on Friday in Whitley Bay, England. Ian Forsyth/Getty Images hide caption

People visit St Mary's lighthouse in Whitley Bay to see the aurora borealis on Friday in Whitley Bay, England.

While this storm will undoubtedly keep satellite operators and utilities busy over the next few days, individuals don't really need to do much to get ready.

"As far as what the general public should be doing, hopefully they're not having to do anything," Dahl said. "Weather permitting, they may be visible again tonight." He advised that the largest problem could be a brief blackout, so keeping some flashlights and a radio handy might prove helpful.

I took these photos near Ranfurly in Central Otago, New Zealand. Anyone can use them please spread far and wide. :-) https://t.co/NUWpLiqY2S — Dr Andrew Dickson reform/ACC (@AndrewDickson13) May 10, 2024

And don't forget to go outside and look up, adds Steenburgh. This event's aurora is visible much further south than usual.

A faint aurora can be detected by a modern cell phone camera, he adds, so even if you can't see it with your eyes, try taking a photo of the sky.

The aurora "is really the gift from space weather," he says.

• space weather
• solar flares
• solar storm

‘The people we were meant to be’

Prison Education Project holds first commencement at Women’s Eastern Reception, Diagnostic and Correctional Center

“It was the opportunity of a lifetime,” said Marna Weber. “Who could pass that up?”

Weber is discussing the Washington University in St. Louis School of Continuing & Professional Studies Prison Education Project (PEP), which in 2022 began offering free classes at the Women’s Eastern Reception, Diagnostic and Correctional Center in Vandalia, Mo.

“I wanted to turn my life around,” Weber said. “But I didn’t have much education. Everything was new. It was like learning to walk and talk again.”

On May 16, Weber was among 11 students to complete associate of arts degrees from WashU and be recognized during the Vandalia program’s inaugural commencement ceremony. A twelfth student, Deborah Huber, was released this spring, earned her degree and took part in the universitywide Commencement May 13.

Natasha Orender remembers hearing about PEP but was nervous to apply. “I didn’t think I’d get in,” she said. “But I did! My self-esteem took off.” Now, she hopes to use her education to aid victims of domestic violence.

“College in prison doesn’t just transform people,” PEP director Kevin Windhauser said in his remarks to the graduates. “It transforms institutions. When PEP students bring their boundless curiosity and indefatigable inquisitiveness to the classroom, they often transform the way faculty teach, in turn shaping their pedagogy back on the Danforth Campus.

“Today is a celebration of our PEP students,” Windhauser added, “but it is also a thank you for all the ways you make Washington University a better place.”

‘Full circle’

PEP was launched in 2014 at the Missouri Eastern Correctional Center (MECC), a men’s facility in Pacific, Mo. In the decade since, the project has recruited more than 100 WashU faculty to teach classes, awarded more than 50 degrees, and seen more than 30 alumni return home to the St. Louis area.

On May 15, PEP hosted its third MECC commencement, following ceremonies in 2019 and 2022. Six students earned bachelor’s degrees. Five earned associate’s degrees. Two walked in anticipation of earning associate’s degrees this fall.

“I cried tears of joy, and tears of relief, the day I was accepted to PEP,” MECC student speaker James Eisman said. “I had been waiting my entire life for that day. A day when someone could see my worth as a person. Someone willing to invest in my future. This is what PEP does. It invests in students’ futures and reveals their hidden potential.”

“Today is a new beginning,” Eisman added. “It’s a celebration of your accomplishments; a fresh start; a rebirth of self. It’s a chance to erase our neglected past … An opportunity to show the world that men can change.”

Solomon Evans, a U.S. Navy veteran who earned a bachelor’s degree, completed a capstone project focused on computational models of microbial evolution. He grew up in University City, near Ackert Walkway, which connects the Delmar Loop with WashU’s Danforth Campus. As a teenager, he delivered pizzas for Cicero’s and hung out with students. Once, friends invited him to spin records on KWUR, the WashU student radio station.

“It was supposed to be a rock show,” Evans said with a laugh. “I played Earth, Wind & Fire.” He pauses, taking in the occasion — the friends, family and faculty who’ve come to celebrate his achievement.

“It’s almost full circle.”

‘Not just another number’

Back in Vandalia, Sandra Dallas straightened her cap and smooths her gown. “I haven’t done this since high school,” she said. “In 1975!”

Like Marna Weber, Dallas transferred to Vandalia from the Chillicothe Correctional Center to join the new program. “I like to challenge myself — and this environment creates a whole new level of challenge. You have to take advantage of every opportunity.”

Asked about her favorite classes and assignments, Dallas took a moment to consider. “I like writing. I’m a Melville fan and really liked ‘Moby Dick.’ You can almost smell the ocean or see what it was like to work on ships. There’s so much information that would have been lost to time if it wasn’t written down.”

“My path to this podium was not a direct route,” said Tessa Van Vlerah, who delivered the student address. During her first semester at community college, she’d hoped to teach art but, after incarceration, “I thought my learning days were over. In fact, I thought everything was over.”

Resuming her studies with PEP, Van Vlerah was supported by faculty but also learned to rely on her classmates. “They face the same challenges that I do. We grow together, we fail together, we move forward together, we prevail together.

“WashU has made me feel like I’m worth something, that I’m not just another number and that what I offer is valid,” Van Vlerah concluded. “We all get a chance to grow and become the people that we were meant to be.”

Comments and respectful dialogue are encouraged, but content will be moderated. Please, no personal attacks, obscenity or profanity, selling of commercial products, or endorsements of political candidates or positions. We reserve the right to remove any inappropriate comments. We also cannot address individual medical concerns or provide medical advice in this forum.

You Might Also Like

Latest from the Newsroom

Recent stories.

Global Advisory Council to elevate university’s global efforts

Chakrabarty, collaborators win Simons Foundation International grant for geoengineering

XL-Calibur telescope set for balloon flight from Arctic Circle

WashU Experts

DeFake tool protects voice recordings from cybercriminals

Tremor a reminder that East Coast, Midwest earthquake threat is real

NASPA chair, WashU vice chancellor on the future of student affairs

WashU in the News

A UCLA doctor is on a quest to free modern medicine from a Nazi-tainted anatomy book

Alito and the upside down flag: What the symbol means to ‘stop the steal’ crowd

Jennifer Coolidge gives nod to ‘White Lotus’ character during commencement speech

San Francisco Giants | SF Giants rally past Paul Skenes, Joey Bart’s…

Share this:.

• Click to share on Facebook (Opens in new window)
• Click to share on Twitter (Opens in new window)
• Click to print (Opens in new window)
• Click to email a link to a friend (Opens in new window)
• Click to share on Reddit (Opens in new window)

Today's e-Edition

• Earthquakes
• High School
• Pac-12 Hotline
• Dieter Kurtenbach

Breaking News

San francisco giants | justice dept. files antitrust suit against ticketmaster, live nation, san francisco giants, san francisco giants | sf giants rally past paul skenes, joey bart’s grand slam to clinch series vs. pirates, the giants erased a four-run deficit for the second consecutive game, something the club hadn’t done since 1998.

Both came through again Thursday afternoon to make the Giants’ highly anticipated showdown with Paul Skenes a distant memory by the time they jetted off to New York riding the high of back-to-back comeback wins, taking their third road series of the season in improbable fashion.

A three-run blast from Chapman into the shrubbery beyond center field — his third homer in as many games — ignited the Giants’ eighth-inning rally that resulted in five runs, with the knockout blow coming from Brett Wisely, who delivered a two-out single off Aroldis Chapman to drive home the go-ahead run.

The Giants prevailed, 7-6, despite trailing by four after the sixth inning, when the Pirates’ 21-year-old flame-throwing sensation departed the game. It mirrored the five-run comeback they mounted the previous night after the Pirates built a five-run lead behind another heralded young starter, Jared Jones.

“It’s huge,” Chapman said of the team’s resilience. “Especially after dropping the first one, to come back and beat those two pitchers they threw at us was huge.”

Manager Bob Melvin called his team’s never-quit attitude the past two games “incredible.” The Giants had not come back to win after trailing by four or more runs in consecutive games since April 26 and 27, 1998, and never in franchise history had done it in back-to-back games on the road.

“There’s just so many things to love and guys to feel good about across the board,” Melvin said. “To win these two games, it took everybody.”

A grand slam from Joey Bart put the Giants in a four-run hole when they saw the last of Skenes’ triple-digit heaters after the sixth inning. It looked like the ultimate revenge for the forsaken former No. 2 overall pick, who was designated for assignment and shipped to Pittsburgh a week into the season, but the Giants got the last laugh.

Chapman’s home run was the third in as many games for the third baseman, who went 5-for-14 over the course of the three-game series to raise his OPS to .753. That figure was below .600 as recently as last Wednesday, but Chapman has notched nine extra-base hits in the six games since while driving in eight runs and scoring 12.

“I just want to continue to ride this good feeling that I have and take good at-bats,” Chapman said. “When you’re able to put together good at-bats, it feels like it’s just contagious, so (I’m) just trying to set the tone.”

Along with his homer, Chapman supplied multiple defensive highlights at third base in addition to Patrick Bailey’s ninth-inning caught stealing of Ji Hwan Bae, with Marco Luciano applying a no-look tag to erase the potential tying run from the base paths.

“That’s the impact he has,” Melvin said of Chapman. “He can take over a game. When he does it offensively, typically he’ll show up defensively. The past two nights have been pretty special.”

Before the past two days, the Giants had not won a game they were trailing by five or more runs since June 15, 2021, when they erased a 9-0 deficit against the Diamondbacks. And on Tuesday, to begin the series, they blew a four-run lead in the ninth inning for the first time since Aug. 14, 2020, against the A’s.

Somehow, it ended in the Giants’ third road series win of the season, and they will have another chance to improve their record to .500 for the first time since the fourth game of the season Friday night at Citi Field, when they begin the second leg of the their road trip against the Mets.

“The offense keeps taking me off the hook,” said Mason Black, who surrendered the grand slam to Bart, raising his ERA to 8.79 in four appearances with four earned runs on three hits, two walks and a hit batter over 2 ⅔ innings of relief following opener Erik Miller.

“Good teams find a way to win, and I think we’re seeing that right now,” Black continued, “although it might be in spite of me. It’s good to see.”

The undeniable draw Thursday was the starting pitcher on the opposite side, the Pirates’ rookie phenom who became the quickest No. 1 overall pick to reach the majors in 35 years when he debuted to much fanfare earlier this month. A paid attendance of 23,162 showed up for the weekday matinee, more than 10,000 additional fans than had been on hand for either of the first two games of the series.

Four of Skenes’ 93 pitches touched triple digits, the second of which Luis Matos poked past first baseman Rowdy Tellez for a single to lead off the game. The Giants would put another six men on base against him and pushed one run across, more success than the Cubs had five days earlier over six no-hit innings at Wrigley Field.

“The objective was to try to nick them up a bit and get their pitch counts up and get them out of the game,” Melvin said of his team’s approach the past two games against the Pirates’ pair of young starters. “We stayed after it. It’s not like we killed him or anything, but he only struck out three and we made him throw some pitches.”

Skenes’ electric arsenal had produced 18 strikeouts over his first 10 major-league outings.

“I thought it was a very tough at-bat,” said Chapman, who attended the same Southern California high school. “Obviously, we made the comeback later in the game. But he’s got really good stuff. The future’s bright for that guy. It’s exciting to see somebody from the same high school go out there and have success as quickly as he has.”

The Giants head to Queens to finish their brief two-city trip with three games against the Mets at Citi Field.

LHP Kyle Harrison (4-1, 3.60) will be opposed by RHP Christian Scott (0-2, 4.32) Friday in the series opener (3:40 p.m. PT), followed by RHP Jordan Hicks (4-1, 2.38) vs. RHP Luis Severino (2-2, 3.48) on Saturday (10:40 a.m. PT) before RHP Logan Webb (4-4, 3.03) faces old friend LHP Sean Manaea (3-1, 3.11) to close the road trip.

OF Michael Conforto (hamstring) is likely to be inactive for his second consecutive return trip to the ballpark he called home for the first seven years of his career.

“There’s always next year,” said the outfielder sidelined since he strained his left hamstring running to first base May 11.

While Conforto has progressed to participating in full baseball activities, the Giants don’t want to him to re-injure the hamstring.

“The hard part is simulating getting out of the batter’s box, so he’s going to have to run some bases hard before we’re comfortable putting him back out there,” Melvin said. “That kind of was his goal, to get in one of those games. … I know he’s digging for it. But that might be tough.”

• Report an error
• Policies and Standards

More in San Francisco Giants

San Francisco Giants | SF Giants surrender Joey Bart’s first career grand slam but rally in Pittsburgh

San Francisco Giants | SF Giants give Pirates taste of their own medicine in dramatic comeback win

SUBSCRIBER ONLY

San francisco giants | how sf giants are preparing to face paul skenes, pirates’ flame-throwing rookie sensation.

San Francisco Giants | SF Giants’ win streak comes to an end as they blow 4-run lead in 9th inning to Pirates

FREE K-12 standards-aligned STEM

curriculum for educators everywhere!

Find more at TeachEngineering.org .

• TeachEngineering
• Earthquakes Living Lab: The Theory of Plate Tectonics

Hands-on Activity Earthquakes Living Lab: The Theory of Plate Tectonics

Grade Level: 8 (6-8)

Time Required: 1 hour

Expendable Cost/Group: US $0.00

Group Size: 2

Activity Dependency: None

Subject Areas: Earth and Space, Physical Science

NGSS Performance Expectations:

• http://www.teachengineering.org/livinglabs/earthquakes/

TE Newsletter

Engineering connection, learning objectives, materials list, worksheets and attachments, more curriculum like this, introduction/motivation, vocabulary/definitions, activity extensions, activity scaling, user comments & tips.

Understanding the processes that shape the Earth helps engineers design the structures in our communities to withstand powerful natural events such as earthquakes. For construction projects, especially those near active faults and coastlines, engineers consider the effects of plate tectonics. If one tectonic plate suddenly slips with respect to another plate, the release of energy can cause earthquakes that impact structures. To design adequate foundations, engineers must first understand the properties and behavior of ground and subsurface materials. They design structures with added factors of safety to account for the anticipated magnitude of earthquakes and volcanic activity in certain areas.

Scientists and engineers around the globe gather data through observation and experimentation and use it to describe and understand how the world works. The Earthquakes Living Lab gives students the chance to track earthquakes across the planet and examine where, why and how they are occurring. Using the real-world data in the living lab enables students and teachers to practice analyzing data to solve problems and answer questions, in much the same way that scientists and engineers do every day.

After this activity, students should be able to:

• Identify evidence of continental movement and explain continental drift.
• Explain plate movement and the consequences of that movement on landforms.
• Describe how engineers design buildings for earthquake-prone areas.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

Ngss: next generation science standards - science, international technology and engineering educators association - technology.

View aligned curriculum

Do you agree with this alignment? Thanks for your feedback!

State Standards

Colorado - science.

Each group needs:

• computer or other device with Internet access
• journal or writing paper for each student
• pen or pencil, one per student
• The Theory of Plate Tectonics Activity Worksheet , one per student

(It is helpful to have a world map handy to show students the continents of the Earth.) Have you ever noticed how the continents of Africa and South America could fit together—almost like puzzle pieces? Scientists first noticed this in the early 20th century, and after decades of research, arrived at the theory of plate tectonics.

According to the theory of plate tectonics, the Earth's crust is divided into plates that are continually moving either towards or away from each other. An earthquake is what happens when two tectonic plates suddenly slip past one another. The slipping causes shaking, or vibration in the form of surface and body waves. The waves travelling through the Earth can damage the human-made structures that compose our communities, such as buildings, bridges, roadways, pipelines, schools and homes. Knowing that this might happen, engineers design structures that are better able to resist or withstand the forces generated by earthquakes. Some structures are engineered to be stronger or stiffer, while other structures are engineered to be more flexible and react to earthquake forces by bending.

Before the Activity

• Make copies of The Theory of Plate Tectonics Worksheet , one per student.
• Make arrangements so that each student group has a computer with Internet access.
• Decide whether to have students pairs work together in one journal or keep individual journals.

With the Students

• Divide the class into student pairs, and have them assemble at their computers with journals/paper and writing instruments.
• Hand out worksheets to the groups and direct them to read through the instructions. Encourage them to explore all of the Earthquakes Living Lab, especially if they need more information to complete the worksheet.
• Before looking at the Earthquakes Living Lab, have pairs complete the Engage section of the worksheet: What continent do you live on? Can you think of any ways the continent has changed over time?

• Have students move on to the Explore section: For this activity, select the second option, the "Southern California" box shown in Figure 3.Then click the third link on the right side of the page titled, "How have the Earth's continents changed over time?" at http://www.ucmp.berkeley.edu/geology/anim1.html .
• Have students compare the real-time earthquake map with the map of the tectonic plates (see Figure 1). Ask the students: Do you see any correlations? Why do earthquakes occur along the plate boundaries in the Pacific but not in the Atlantic? (Answer: The plates in the Pacific are moving against each other [subduction], while the plates in the Atlantic are moving away from each other—an example of sea floor spreading.)
• Compare the map of the world today (such as the real-time earthquake map at https://earthquake.usgs.gov/earthquakes/map/ ) to a map of the world 250 million years ago (called Pangaea). Use the interactive continental drift map to watch the change in the Earth's landforms over millions of years:
• As you watch the animation, record at least three examples of how the continents have changed their positions over time.
• If the plates continue to move in this pattern, draw a sketch of what the world might look like 250 million years in the future.
• Guide students to the Explain section: Navigate back to the Earthquakes Living Lab main page and click on the second and fourth links titled, "What is the theory of plate tectonics? What evidence supports the theory of plate tectonics?" and general information on plate tectonics. (location:  http://www.divediscover.whoi.edu/tectonics/index.html ) Explore more about the theory. Read the background information and answer the following questions:
• What might have caused the continents to move? (Hint: What is the name of this theory?)
• Describe some important information related to this theory.
• Have students move on to the Elaborate section: Find and record evidence used to explain how the continents have moved over time. In addition to the links you have already opened (for the Explain section), explore the following links listed on the worksheet to identify explanations and examples of evidence. You may also use any of the other links found on the Earthquakes Living Lab. Record your ideas in the graphic organizer on the worksheet to keep track of evidence examples and explanations found in the study of sea floor spreading, fossils, earthquakes and volcanoes.
• Seafloor spreading and earthquakes: https://pubs.usgs.gov/gip/dynamic/developing.html
• Fossils:  http://education.seattlepi.com/list-describe-evidence-plate-tectonics-theory-5600.html
• Volcanoes: http://www.divediscover.whoi.edu/hottopics/seamounts.html
• Review the information compiled in your chart and explain one way the theory of plate tectonics can relate to engineering.
• Have students complete the worksheet Evaluate section: In the early 1900s, Alfred Wegener proposed the continents were "drifting." The scientific community did not support his theory due to a lack of scientific evidence. Using what you learned in this activity, would you support Wegener's hypothesis or not? Write a two-paragraph essay that explains your position.

continental drift: The gradual movement of the continents across the Earth's surface through geological time.

earthquake: When two tectonic plates suddenly slip past one another, creating seismic waves.

lithosphere: The outer part of the Earth's sub-surface, consisting of the crust and upper mantle.

Pangaea: The hypothetical landmass that existed when all continents were joined, from about 300 to 200 million years ago.

tectonic plates: Large sections of the Earth's crust (lithosphere) that move, float and sometimes fracture and whose interaction causes much of the planet's seismic activity as well as continental drift, earthquakes, volcanoes, mountains and oceanic trenches.

Pre-Activity Assessment

Intro Questions: Before student pairs look at the Earthquakes Living Lab, have them complete the Engage section of the The Theory of Plate Tectonics Worksheet , which asks them which continent they live on and to think of any ways the continent has changed over time. Review their answers to assess their base knowledge of the topic.

Activity Embedded Assessment

Exploring the Theory of Plate Tectonics: Have students use the living lab resources to complete the worksheet research, filling in the graphic organizer chart and sketching future continental movement. Expect students to be convinced of the theory of plate tectonics, but it is okay for them to disagree, as long as they have good reasons. Specifically, expect students to address the problems the scientific community had with Wegener's hypothesis, and whether those concerns have been answered.

Post-Activity Assessment

Evidence: To complete the worksheet ,students consider tectonic plate movements along with their compiled examples and explanations in order to draw their own conclusions from the evidence presented for the theory of plate tectonics. They also suggest how what they have learned in their research might relate to engineering. Review their answers for comprehension and completeness.

Homework: As a summary assessment, assign the worksheet Evaluate section as homework. Students are asked to apply what they have learned to either support or disprove Alfred Wegener's original 1915 hypothesis that the continents are "drifting," in the form of a two-paragraph essay that explains their positions. Review students' answers for the logical use of scientific evidence as well as thoroughness and thoughtfulness.

Have students explore the other two regions in the Earthquakes Living Lab (Japan and Chile). Assign students to research and report on historical earthquakes or buildings and structures designed specifically to withstand earthquakes.

• For lower grades, skip the essay in the Elaborate worksheet section and/or conduct the activity as a class or in larger groups of three or four students each.
• For upper grades, have students work individually and/or have them classify each plate boundary as transform, divergent or convergent, asking them: Which types of plate boundaries are the most concerning to people?

Students learn about the structure of the earth and how an earthquake happens. In one activity, students make a model of the earth including all of its layers. In a teacher-led demonstration, students learn about continental drift. In another activity, students create models demonstrating the di...

Students investigate how mountains are formed. Students learn that geotechnical engineers design technologies to measure movement of tectonic plates and mountain formation, as well as design to alter the mountain environment to create safe and dependable roadways and tunnels.

They make a model of a seismograph—a measuring device that records an earthquake on a seismogram. Students also investigate which structural designs are most likely to survive an earthquake.

Students learn about factors that engineers take into consideration when designing buildings for earthquake-prone regions. Using online resources and simulations available through the Earthquakes Living Lab, students explore the consequences of subsurface ground type and building height on seismic d...

Other Related Information

This activity is designed around the Earthquakes Living Lab, a resource and online interface that uses real-time U.S. Geological Survey seismic data from around the world. The living lab presents earthquake information through a focus on four active seismic areas and historic earthquakes in those areas. The real-world earthquake data is viewable via a graphical interface using a scaling map.

Contributors

Supporting program.

Last modified: February 5, 2024

The Assignment with Audie Cornish

Every monday on the assignment, host audie cornish explores the animating forces of american politics. it’s not about the horserace, it’s about the larger cultural ideas driving the american electorate. audie draws on the deep well of cnn reporters, editors, and contributors to examine topics like the nuances of building electoral coalitions, and the role the media plays in modern elections.  every thursday, audie pulls listeners out of their digital echo chambers to hear from the people whose lives intersect with the news cycle, as well as deep conversations with people driving the headlines. from astrology’s modern renaissance to the free speech wars on campus, no topic is off the table..

• Apple Podcasts

Back to episodes list

What happens when you take away a kid’s phone during school hours? In a word: drama. Some schools around the country are trying to completely remove smartphones from classrooms, requiring students to place them in pouches. Audie talks with Carol Kruser, Assistant Superintendent of Student Support Services at Chicopee Public Schools in Massachusetts. She successfully advocated for a district-wide ban on phones. We also hear from Suzanna Kopans, a high school senior who willingly parted with her phone. She’s part of an organization called Phone-Free Schools Movement. 

© 2024 Cable News Network. A Warner Bros. Discovery Company. All Rights Reserved. CNN Audio's transcripts are made available as soon as possible. They are not fully edited for grammar or spelling and may be revised in the future. The audio record represents the final version of CNN Audio.

Listless Dodgers lose to the Diamondbacks again

• Show more sharing options
• Copy Link URL Copied!

Leadoff man Corbin Carroll driving balls into the gap and racing around the bases. Slugger Christian Walker crushing home runs into the left-field seats. Second baseman Ketel Marte delivering big hits and starting rally-killing double plays. A no-name pitcher shutting down their high-powered offense.

If this had a familiar ring to the Dodgers and a crowd of 46,593 in Chavez Ravine on Wednesday night, it was because it was all too familiar, the Arizona Diamondbacks cruising to a 6-0 victory to win two of three games in a series that was reminiscent of their three-game sweep of the Dodgers in last year’s National League Division Series.

Carroll keyed a three-run fifth inning with a two-run triple that helped send Dodgers ace Tyler Glasnow to his second straight loss; Walker did his usual Dodger damage with a solo homer in the sixth and a double in the eighth, and Marte started a quirky and timely double play to help extricate the Diamondbacks from a two-on, no-out jam in the sixth.

And it was bulk reliever Ryne Nelson who reprised the role of Brandon Pfaadt from Game 3 of that division series, the 26-year-old right-hander entering the day with a 2-3 record and 7.06 ERA in seven starts but blanking the Dodgers on five hits over five innings, striking out five and walking three.

Dodgers’ James Paxton has found success despite missing a key ingredient

James Paxton is 5-0 with a 2.84 ERA this season, despite a shaky start and the fact he is without one of his key pitches.

May 23, 2024

The Dodgers, at the end of a 13-day, 13-game stretch in which they went 7-6, went hitless in eight at-bats with runners in scoring position and lost their first regular-season home series to Arizona since April 13-15, 2018, a span of 13 series. It was Arizona’s first shutout in Chavez Ravine since a 13-0 win on Sept. 4, 2017.

The Diamondbacks, with some key players hurt and others underachieving, were still two games under .500 (24-26) and eight games behind the Dodgers in the NL West after the win.

But as they showed during their surprising World Series run last October and again this week in Los Angeles, they could present problems for the Dodgers.

“Oh, yeah. I think we know that,” Dodgers manager Dave Roberts said, when asked if Arizona was better than its record might indicate. “It seems like everyone around the league is going through a lot of injuries — certainly those guys with their starting pitching.

“But their bullpen has been really good, they took good at-bats against us and they got big hits when they needed to. We know how good of a ball club they are. They certainly play us very well.”

Glasnow was dominant through four scoreless innings in which he gave up two singles, struck out six, walked none and induced 14 swinging strikes, but the Diamondbacks snapped the scoreless tie with three runs in the fifth.

Gabriel Moreno drew a one-out walk. No. 9 hitter Kevin Newman grounded a single to center field to advance Moreno to third, and Newman took second on the throw.

Carroll, the 2023 NL rookie of the year who is off to a brutal start in 2024 — he entered Wednesday with a .191 average, two homers and 14 RBIs — drove a hanging 1-and-2 curveball from Glasnow into the right-center field gap for a two-run triple for a 2-0 lead. He then scored on a wild pitch to make it 3-0.

“I thought the stuff was really good early and through that fourth inning,” Roberts said of Glasnow, who gave up three runs and four hits in five innings, striking out six and walking one, to fall to 6-3 with a 3.09 ERA.

“He was getting the swing and miss. The command was good. The breaking ball was good. The slider was good. And then in that fifth inning, it seemed like he just couldn’t find his mechanics and lost his command. … He got Carroll into a leverage count and hung the breaking ball.”

The Dodgers had a similar threat in the top of the fourth when Teoscar Hernández walked and Gavin Lux laced a double to right to put runners on second and third with one out. But Nelson struck out Andy Pages on three pitches and got Jason Heyward to ground out to first.

The Dodgers failed to score again after putting two on with no outs in the fifth when Shohei Ohtani hit a mile-high fly ball to center field, Freddie Freeman struck out on a 96-mph fastball from Nelson and Will Smith flied to the wall in right.

“We had a couple of situational opportunities that we didn’t cash in on, even after we saw [Nelson] a couple of times,” Roberts said. “In those situations, he went after us with the fastball, and we couldn’t catch up to it. Just really uncharacteristic of us.”

The Diamondbacks pushed the lead to 4-0 in the sixth when Walker crushed a 417-foot solo homer to left-center field off reliever Elieser Hernández, giving the Arizona first baseman 22 homers in 87 games against the Dodgers, 14 of them coming in Chavez Ravine.

“He’s one of my favorite players to watch,” Roberts said of Walker. “He plays the game the right way. He uses the whole field. He doesn’t give away pitches. He’s a Gold Glover on defense. He runs the bases. He’s one of the guys I really respect as a ballplayer. You just don’t like it when he’s in the batter’s box, for sure.”

The Dodgers had one final chance to make a game of it in the bottom of the sixth when Teoscar Hernández singled to right and Lux singled to left, putting two on with no outs.

Pages followed with a jam-shot flare over the mound that Marte alertly let drop near the second-base bag. Marte fielded the ball, stepped on second for the force out and started a rundown that ended with Hernández being tagged out between second and third for a double play. Heyward flied out to the warning track in left to end the inning.

Dodgers star Shohei Ohtani buys La Cañada Flintridge mansion from Adam Carolla for $7.85 million

Dodgers superstar Shohei Ohtani has paid $7.85 million for a modern mansion in the foothill city of La Cañada Flintridge, real estate records show.

May 22, 2024

“There was really nothing our baserunners could have done,” Roberts said. “We had a chance to kind of build an inning, and then Andy gets sawed off, Ketel made a heady play and just killed the rally right there.”

Arizona scored twice off reliever Ryan Yarbrough in the eighth when Marte led off with a homer off the left-field foul pole and Walker doubled and later scored on a passed ball.

Left-hander James Paxton and right-hander Walker Buehler will start the first two games of a three-game series at Cincinnati beginning Friday night, and Yoshinobu Yamamoto will start Sunday’s series finale, marking the fourth time this season the right-hander will pitch on five days’ rest. … Closer Evan Phillips, out since May 5 because of a mild right-hamstring strain, will throw live-batting practice with Class A Rancho Cucamonga on Thursday and is scheduled to begin a rehabilitation assignment with the club on Sunday.

More to Read

Dodgers waste big game by Shohei Ohtani in loss to Diamondbacks

May 21, 2024

Dodgers ride Freddie Freeman’s grand slam, Yoshinobu Yamamoto’s strong start to victory

May 20, 2024

Not looking for revenge: Dodgers earn series win, but no redemption, in blowout of Diamondbacks

May 1, 2024

Are you a true-blue fan?

Get our Dodgers Dugout newsletter for insights, news and much more.

You may occasionally receive promotional content from the Los Angeles Times.

Mike DiGiovanna has been covering Major League Baseball for the Los Angeles Times since 1995 and spent 19 years as the Angels beat writer and two seasons on the Dodgers. He won Associated Press Sports Editors awards for game-story writing in 2001, feature-story writing in 2017 and breaking news in 2019. A native of East Lyme, Conn., and a graduate of Cal State Fullerton, he began writing for The Times in 1981.

More From the Los Angeles Times

Black former players to play in Negro Leagues All-Star Game tribute on Memorial Day weekend

Shohei Ohtani meets Cameron Brink. His wife, an ex-pro player, wants to meet Sparks rookie too

Hernández: Freddie Freeman can still be great. He just has to do more to tap into it

‘He’s turned into a weapon.’ How Michael Grove became a high-leverage Dodgers reliever