Earthquakes

Slideshow Transcript

1. Slide 1: Student Page Exploring Earthquakes [Teacher Page] A WebQuest for 7th Grade (Earth Science) Title Introduction Designed by Task Sarah Sams sbsams@simla.colostate.edu Process Evaluation Conclusion 1906 San Francisco Earthquake Credits Based on a template from The WebQuest Page
2. Slide 2: Student Page Introduction [Teacher Page] Pack your bags! You are working for the United States Geological Title Survey (USGS) when the top scientist on predicting earthquakes Introduction approaches you and three others to come with him on his journey to the most recently prone earthquake areas. Here, you will record Task exactly where the earthquakes occur, at what time, and magnitude. Process You will also determine how the earthquakes impact the local towns Evaluation and whether they have emergency plans in place. Now, your mission is to present to a board of officials in our country about the Conclusion region, its earthquake activity, and what local towns are appropriately prepared. To be more effective with your time, assign the following roles to group members: a) the Data Collector b) the Artisan c) the Writer d) the Anthropologist Each role will be given a list of tasks to complete in order to effectively put together the presentation that will help the board determine whether or not to provide aid for the region. Credits
3. Slide 3: Student Page The Task [Teacher Page] Title Your task will be to: Introduction Task •mark the points of earthquake activity on a world map Process •record information (date, time, magnitude, location) on Evaluation the past week of activity in the world in an excel document •create a bar graph that indicates the highest area of activity Conclusion •create a flyer that provides general information on the surrounding area of highest activity •complete a PowerPoint presentation about the precautions/measures the area has taken for earthquakes in making their decision to provide relief Credits
4. Slide 4: The Process Student Page [Teacher Page] First, you will be assigned into groups of four students. Once each member of your group has picked a role, follow the steps under each role. Title As a group, decide how you are going to divide the world into regions. Collectively look at the website and determine which region your group would like to research. Introduction Next, divide up! Task The Data Collector: On the following website, record the following into an excel spreadsheet: the region, the Process number of earth quakes in the area. Next, find the region that your group located and Evaluation record the earthquakes’ date, time, location, and magnitude.Create a bar graph with the region and number of earthquakes. Conclusion The Artisan: On the maps provided, choose a way to indicate where earthquakes occur (use collective website). Next, look up information about the ring of fire and label important geographic areas. Find relevant pictures (at least three) for the PowerPoint presentation. Set up a format for the PowerPoint, but do not complete until the rest of the group has finished their work! When ready, type the information. The PowerPoint should briefly describe what is an earthquake, the group’s data and graph, and its information about the region. The Anthropologist: First, gather general information about earthquakes. Next, find the history of earthquakes in that particular region. Start here. What kind of economy does the country have? Is it stable? Next, obtain information about historic earthquakes and their effects from the earthquakes website link. Dictate what you feel is important information to the writer. The Writer: As the anthropologist researches, take notes on what he/she finds. Help to decide what is important and create a flyer on Publisher about general knowledge on earthquakes and more specifically your region. How often they occur in your region and can the area support itself if an earthquake does occur. Credits
5. Slide 5: Student Page This assignment will be evaluated as a group project, with insight [Teacher Page] into group participation. Encourage, support, and help each other! The following rubric demonstrates how you will be Title graded. 50 points. Introduction Beginning Developing Accomplished Exemplary Score 2 5 8 10 Task Powerpoint Semblance of Demonstrates use of Presentation is complete, No errors and in-depth Process Presentation presentation, but no PowerPoint, but there are but there are a few errors. explanations of subject. depth. errors in writing and lack Knowledge is present. of knowledge. Evaluation Conclusion Excel Incomplete spreadsheet Spreadsheet and graph Spreadsheet and graph Spreadsheet and graph Spreadsheet and lack of or incorrect present, but many with a few incorrect labels present with no errors. and Graph type of graph. incorrect labels or or information. information.. Map and Map or PowerPoint not Both are present, but Both are present, but a Map and PowerPoint General present; several errors several errors in the map, few mistakes within one are both present Design of within both and no flow to and lack of flow to the or the other. without mistakes. PowerPoint presentation. No pictures PowerPoint. in PowerPoint. Flyer No information on flyer. Flyer present with errors, Flyer with relevant No errors and an little information, and no information, visuals, and excellent flyer with organization or visuals. organization, but no information and errors. organization and visuals. EASY to read and understand. Group No group participation. Some group Group presentation, Great group Performance No information. participation,but incidents information present, but participation, that needed attention. lacking in one part of the information, and project Information present. project. is complete! Credits
6. Slide 6: Student Page Conclusion [Teacher Page] Congratulations! You have successfully finished your Title task to inform the council about your earthquake Introduction exploration. You have created graphs, a flyer, and a Task PowerPoint presentation. So tell me, if you were the council, do you think that the proposal persuades you to Process give relief to the region? Why? Evaluation Conclusion Credits
7. Slide 7: Student Page Credits & References [Teacher Page] Visual: Title flickr.com - mrwaterslide Introduction Websites Task Thanks to any and all of the USGS websites. Process http://pubs.usgs.gov/gip/earthq1/ Evaluation http://earthquake.usgs.gov/eqcenter/recenteqsww/ Conclusion http://pubs.usgs.gov/gip/dynamic/fire.html http://interactive2.usgs.gov/learningweb/explorer/topic_hazard The WebQuest Page The WebQuest Slideshare Group Credits
8. Slide 8: [Student Page] Teacher Page Exploring Earthquakes A WebQuest for 7th Grade (Earth Science) Title Introduction Designed by Learners Sarah Sams sbsams@simla.colostate.edu Standards Process Resources Evaluation Teacher Script Conclusion Credits Based on a template from The WebQuest Page
9. Slide 9: [Student Page] Introduction (Teacher) Teacher Page This lesson was designed to provide a seventh grade Earth Title Science class with a guideline on a research-based project. It Introduction serves as a part of a final assessment that culminates the natural disaster section. Learners In this lesson, students are asked to take on the roles of a Data Standards Collector, Artisan, Writer, and Anthropologist. They are a team Process that is researching current earthquakes and will choose one region to describe in detail. They need to create a graph, map, Resources flyer, and PowerPoint presentation to present to a board in our Evaluation country about the earthquakes in the current area, and whether or not that area should receive aid. Teacher Script Conclusion Credits
10. Slide 10: [Student Page] Learners (Teacher) Teacher Page The lesson is for a seventh grade Earth Science class. It focuses Title on the use of technology, however, does incorporate social Introduction studies. The webquest could definitely be applied to similar grade levels, especially by adding more Bloom’s taxonomy Learners questions for higher levels. Standards The students will need to have previously had a lesson on Process natural disasters, how they impact our world, and some information one earthquakes. This lesson is meant to be more of Resources a review on earthquakes, and the students need to use their Evaluation critical thinking to apply the information they obtain. Teacher Script Conclusion Credits
11. Slide 11: [Student Page] Curriculum Standards (Teacher) Teacher Page Title Introduction Colorado State Standards: Learners 4.6-8.4 : Major geological events such as earthquakes, Standards volcanic eruptions, and mountain building are associated Process with plate boundaries and attributed to plate motions. Resources This lesson focuses a lot on application, the use of Evaluation technology, and teamwork. Some process standards Teacher Script include recognizing advancement of science, and that science, technology and human activity affect the world. Conclusion Credits
12. Slide 12: [Student Page] The Process (Teacher) Teacher Page This assignment is designed to take three class periods, and Title mostly a single disciplinary project. The project can easily be Introduction adapted to relate more. Divide students into groups of four, but give directions before you do so. Consider who works Learners well together, since this project is based off of group work. Standards Tell the students that they will be divided into groups where Process each member has a role. Explain the roles, give the opportunity for questions. Let the students know that they Resources should roughly have done their graph, map, applicable Evaluation information, and should be finishing their flyer and starting the PowerPoint by the end of the first class period. Teacher Script Be proactive in walking around a computer lab and ensuring Conclusion that everyone is doing their work. See Student Process for Teachers Credits
13. Slide 13: First, you will be assigned into groups of four students. Once each member of your group has Student picked a role, follow the steps under each role. As a group, decide how you are going to divide the world into regions. Collectively look at the Process website and determine which region your group would like to research. Next, divide up! The Data Collector: On the following website, record the following into an excel spreadsheet: the region, the Back to Teacher Process number of earth quakes in the area. Next, find the region that your group located and record the earthquakes’ date, time, location, and magnitude.Create a bar graph with the region and number of earthquakes. The Artisan: On the maps provided, choose a way to indicate where earthquakes occur (use collective website). Next, look up information about the ring of fire and label important geographic areas. Find relevant pictures (at least three) for the PowerPoint presentation. Set up a format for the PowerPoint, but do not complete until the rest of the group has finished their work! When ready, type the information. The PowerPoint should briefly describe what is an earthquake, the group’s data and graph, and its information about the region. The Anthropologist: First, gather general information about earthquakes. Next, find the history of earthquakes in that particular region. Start here. What kind of economy does the country have? Is it stable? Next, obtain information about historic earthquakes and their effects from the earthquakes website link. Dictate what you feel is important information to the writer. The Writer: As the anthropologist researches, take notes on what he/she finds. Help to decide what is important and create a flyer on Publisher about general knowledge on earthquakes and more specifically your region. How often they occur in your region and can the area support itself if an earthquake does occur.
14. Slide 14: [Student Page] Resources (Teacher) Teacher Page Students will need to only use the internet. No textbooks. Title We are testing their ability to use technology. Introduction Learners The USGS websites: http://pubs.usgs.gov/gip/earthq1/ Standards http://earthquake.usgs.gov/eqcenter/recenteqsww/ Process http://pubs.usgs.gov/gip/dynamic/fire.html Resources This lesson would work best with two or more teachers in Evaluation a classroom. *When dividing groups, try to consider Teacher Script placing one technology-savvy student into each group. Conclusion Credits
15. Slide 15: [Student Page] Evaluation (Teacher) Teacher Page This is the rubric provided for the students. The scale for each category is between 0-10, 0 being absent, 10 being exceptional. Grading can be be tween the Title numbers given. The total project is 50 points. Introduction Learners Beginning Developing Accomplished Exemplary Score 2 5 8 10 Standards Powerpoint Semblance of Demonstrates use of Presentation is complete, No errors and in-depth Presentation presentation, but no PowerPoint, but there are but there are a few errors. explanations of subject. Process depth. errors in writing and lack Knowledge is present. of knowledge. Resources Evaluation Excel Incomplete spreadsheet Spreadsheet and graph Spreadsheet and graph Spreadsheet and graph Spreadsheet and lack of or incorrect present, but many with a few incorrect labels present with no errors. and Graph type of graph. incorrect labels or or information. Teacher Script information.. Conclusion Map and Map or PowerPoint not Both are present, but Both are present, but a Map and PowerPoint General present; several errors several errors in the map, few mistakes within one are both present Design of within both and no flow to and lack of flow to the or the other. without mistakes. PowerPoint presentation. No pictures PowerPoint. in PowerPoint. Flyer No information on flyer. Flyer present with errors, Flyer with relevant No errors and an little information, and no information, visuals, and excellent flyer with organization or visuals. organization, but no information and errors. organization and visuals. EASY to read and understand. Group No group participation. Some group Group presentation, Great group Performance No information. participation,but incidents information present, but participation, that needed attention. lacking in one part of the information, and project Information present. project. is complete! Credits
16. Slide 16: [Student Page] Teacher Script (Teacher) Teacher Page Title At the beginning, discuss what the project includes: Students are a Introduction part of a team that need to gather information on earthquakes and Learners earthquakes within a region of choice. The goal: to persuade a board that a particular region of the world might need some type of relief Standards aid for their people. Process There will be four people in each team. Then, if it is one particular Resources student that needs help, discuss what his/her role will be. (Teacher Evaluation Process) Reference the student process page and tell the student Teacher Script that a word highlighted in blue can be clicked on. This brings the student to a website that they will use to do his/her portion of Conclusion work. Explain that each student should always be working on a computer. By the end of the first day, they should be close to finishing his/her individual task, and be ready to work on the group PowerPoint the next day. Reference: Teacher Process Credits
17. Slide 17: [Student Page] Conclusion (Teacher) Teacher Page At the seventh grade level, students should begin to recognize the Title concept of working individually in order to cooperate within a Introduction group. This lesson also focuses on using technology in the world of science, an integral part to advancing our society. Learners Standards Process Resources Evaluation Teacher Script Conclusion Credits
18. Slide 18: [Student Page] Credits & References (Teacher) Teacher Page Title Visual: Introduction flickr.com - mrwaterslide Learners Websites: Standards Process Thanks to any and all of the USGS websites. http://pubs.usgs.gov/gip/earthq1/ Resources http://earthquake.usgs.gov/eqcenter/recenteqsww/ Evaluation http://pubs.usgs.gov/gip/dynamic/fire.html http://interactive2.usgs.gov/learningweb/explorer/topic_hazards_earth Teacher Script Conclusion The WebQuest Page The WebQuest Slideshare Group Credits