NicWBriones 09-18-07 EPIX004 Duration: 5 days Earthquakes Grade 12

1. NicWBriones 09-18-07 EPIX004 Duration: 5 days Earthquakes Grade 12

2. Web Design

3. Curriculum Page Mr.NicWB�s Earth-Space Science Senior Class Earthquakes Resources: http://www.ndrd.gsfc.nasa.gov http://www.seismo.unr.edu/htdocs/abouteq.html http://earthquake.usgs.gov/learning/eq101/EQ101.htm Other Resources: Textbook: Essentials of Geology by Lutgens/Tarbuck, 7th Edition EPIX004 Binder CD � Geode for Geology Meeting/Date/Assignments Tuesday, September 18, 2007Read Chap.10 EPIX04 Binder. Make an outline of the chapter and be ready to discuss in class about the topics. Tuesday, September 25, 2007 Make a reflection on how assessments promote your own learning. Due Oct. 1st. Tuesday, October 2, 2007Take the paper-pencil assessment online.

4. Digital Media Research Project RUBRIC Student Name: Gr 12 Criteria BggDevAcc Mas ST Research Process: Data are from the Net, Books 012 345 678 9 10 :Current/reliable resources 012 345 678 9 10 :Extracted, synthesized/applied appropriate info 012 345 678 9 10 Meaningful Learning: Elaborated on data 012 345 678 9 10 :Organized data 012 345 678 9 10 :Used Visual Imagery 012 345 678 9 10 Multimedia Project: Presentation has Title Slide 012 345 678 9 10 :Used appropriate graphic images 012 345 678 9 10 :Well-organized, visually appealing 012 345 678 9 10 Presentation: Demonstrate good speaking skills 012 345 678 9 10 Total Points: Comments:

5. Observation Checklist Observation Assessment Work-Habits Checklist: Follows directions ------------------------------------------------------------------Yes No Seeks help when needed -------------------------------------------------------- Yes No Works cooperatively with others ------------------------------------------------- Yes No Waits turn in using materials ------------------------------------------------------Yes No Shares materials with others ------------------------------------------------------Yes No Tries new activities ------------------------------------------------------------------Yes No Completes started tasks ------------------------------------------------------------Yes No Returns equipments to proper place------------------------------------------------Yes No Cleans work space -------------------------------------------------------------------Yes No Group-Participation Checklist: Demonstrates attentiveness as listener through body language -----------Yes No Follows directions --------------------------------------------------------------------Yes No Enters ongoing discussion on the subject --------------------------------------Yes No Makes relevant contributions to ongoing activities ---------------------------Yes No Completes assignment activities --------------------------------------------------Yes No Waits courteously for turn to speak in discussions -----------------------------Yes No Appears comfortable in public speaking -------------------------------------------Yes No Comments: This is an initial observation of several observation-checklists necessary for making conclusions about work habits and social skills.

6. Paper-Pencil Assessment There are 20 questions to be completed in one hour. Each item is worth 5 points. 1. The vibration of Earth produced by the rapid release of energy is called Earthquake Subsidence Uplift Dragging 2. Most earthquakes are caused by slippage along a -------in the Earth�s crust. valley fault riverbed seashore 3. -------are large fractures in the Earth�s crusts. Ridges Faults Ravines Cliffs 4. The source of the released energy that radiates in the form of waves is------. the focus the fault the aftershock the foreshock 5. The surface location directly above the focus is the--------. Epicenter Seismogram S-wave P-wave 6. ----------are instruments that record earthquakes. Seismographs Weathervanes Calorimeters Counterweights 7. Seismic waves are generated by the slippage of a rock mass. The seismic waves that travel Earth�s outer layer are: Primary waves Secondary waves Surface waves Middle waves 8. Seismic waves that travel through the Earth�s interior are called-------. Primary waves Secondary waves Surface waves Body waves 9. Body waves are divided into P-waves and S-waves. True or False 10. S-waves do not travel through fluids �gases or liquids. True or False 11. S-waves travel through solids. True or False 12. P-waves travel through the Earth�s outer core. True or False 13. ----------arrive first in seismic records at seismic stations. P-waves S-waves Surface waves Radio waves 14. --------- is the study of Earthquakes. Paleontology Archeology Agronomy Seismology 15. The ----------is used worldwide to describe Earthquake�s magnitude. Richter Scale Mercalli Intensity Scale Hardness Scale Ohm Scale 16. Surface waves move ----------- and side-to-side - most damaging to foundations. Every which way up-and-down erratically in a wobbling 17. The --------- is a 1300-kilometer fracture running North to South in California. San Andreas Fault Juan de Fuego Fault Hayward Fault Monroe Fault 18. When frictional forces on fault surfaces are overcome, a/an ------ occurs. earthquake landslide flood hurricane 19. ----------- are produced by displacement along a fault on the ocean floor. Tsunamis hurricanes typhoons tornados 20. Landslides, fires, liquefaction are effects of earthquakes. True or False

7. Sunshine State Standards LA.A.2.4.4 � The student locates, gathers, analyzes, and evaluates written information for a variety of purposes including research projects, real-world tasks, and self-improvement. LA.D.2.4.4 � The student effectively integrates multimedia and technology into presentations. VA.A.1.4 � The student understands and applies media, techniques, and processes. MA.B.1.4 � The student measures quantities in the real world and applies the measures to solve problems. SC.B.1.4.1 � The student understands how knowledge of energy is fundamental to all the scientific disciplines i.e. the energy required for the building, erosion, and rebuilding of the Earth. SC.D.1.4.3 � The student knows that changes in Earth�s climate, geological activity, and life form may be traced and compared. SC.H.2.4 � The student understands that most natural events occur in comprehensible and consistent manner. SC.H.3.4 � The student understands that science, technology, and society are interwoven and interdependent.

8. Interdisciplinary Unit NicWBriones 09-18-07 EPIX004 Grade 12 MAIN PURPOSE The main purpose of the unit is to teach students how assessments affect their learning. BEHAVIORAL OBJECTIVES After studying the unit, the students will be able to: Science � Use a Dynamic Assessment Rubric to guide their learning. Language Arts � Improve their social and work skills via Observation Assessments by the teacher. Arts � Improve their test-taking skills and study skills for meaningful learning. CONTENT OUTLINE The students make cooperative research using technology and multimedia resources, write, revise, and discuss papers, create questions for meaningful learning and use of higher-order thinking, and for assessment of their knowledge and skills. PROCEDURES AND ACTIVITIES Cooperative-Group works Collaborative Inquiry Discussion and Community Learners INSTRUCTIONAL AIDS AND RESOURCES Computers with Internet/Printer/Microsoft Office access Textbooks, journals, magazines Overhead Projector with screen Curriculum Page, Web Design, any other available resources ASSESSMENTS AND EVALUATION Frequent Paper-Pencil Tests, Retakes/Redos Performance Assessment using Rubrics Observation-Checklist Assessment of work and social skills

9. Curriculum Area: Earth Science Grade 12 Subject Area: Natural Disasters Duration: 1 week Topic: Earthquakes Lesson Plan 1 - Dynamic Assessments � Objective: The students will be able to make their own learning, with a teacher-made rubric and curriculum page to guide them in their search for knowledge. Materials and Equipments Computers, the Internet, Overhead projector, Microsoft Office, Textbook, Magazines, news clippings�(Media resources), Curriculum Page, Rubric Focus Question: What are earthquakes? Learning Objectives The student will use media resources to gather information about earthquakes. The student will create a digital media presentation. The student will follow the criteria shown in the rubric to make their learning meaningful. Instructional Strategies: Cooperative research, Project-based teaching/learning, Inquiry Activities: Introduce the task by asking the focus question. Allow several students to respond and get prior knowledge. (5 minutes) Divide the class into groups of 3 to 4 students and have each group access the websites in the curriculum page. They will collect, organize, elaborate on the information, use graphic organizers, etc. for meaningful learning. (15 minutes) Reassemble the class into new groups with a representative from the prior groups in the new group, to teach the other students what the representative has just learned. The students will create a multimedia presentation of their findings. Closure: The students discuss and elaborate more on the findings by giving their opinions, thoughts, questions, and feelings about the issue. Assessments: The students will score themselves on the rubric and submit the rubrics to the teacher for scoring. Plan For Independent Practice: The students will create a 1-page double-spaced reflection about the project. �

10. Earthquake Map

11. Lesson Plan 2 Paper-Pencil Test Objectives: After studying the lessons, the student will be able to: Understand the Plate Tectonics Theory and the Earth�s layers as factors in producing earthquakes. Know where the earthquakes commonly occur. Describe the effects of earthquakes on the environments. Take a paper-pencil assessment with less anxiety. Essential Questions: What are the causes of earthquakes? What are the effects of earthquakes on the environments? Instructional Strategies: Cooperative research, practice and review of knowledge, inquiry, collaborative works� Materials and Equipments: Computers with access to printer, Microsoft Office, The Net, overhead projector, flash drive, books, handout (Paper-Pen Test). Activities: Introduce the test format, number of items, duration, types of questions, and other details of the test. Introduce the essential questions for the inquiry cooperative work. (10 min.) Divide the class into groups of 4 students each group. Assign each group to do the research job using the multimedia resources. (15 min.) Give them time and encouragement to make their assignments meaningful. 15 minutes to prepare and present each group�s findings to the class. 10 minutes for the class to discuss and embellish on the information. 15 minutes to make a final report, print, and distribute the report to the students. Closure: Ask if they are now ready to take the paper-pencil test. Then distribute the test paper and let them begin. Monitor the students while answering the questions to make sure they are doing the assessment with appropriate behaviors (no cheating). Plan for Independent Practice: Discuss the test-questions in the class on next meeting as more review, for long-term retention.

12. Lesson Plan 3 Observation Assessment Topic: Epicenter of Earthquakes Objectives: After performing the lessons, the students will be able to: Have awareness and improve their work/study and social skills. Understand how to find the epicenter of an earthquake. Use higher-order thinking in their works. Materials and Equipments: Computers with access to printer, Microsoft Word, the Internet, books, newspapers, magazines, Handout, overhead projector with screen� Instructional Strategies: Cooperative research, collaborative inquiry� Essential Questions: How do you find the epicenter of an earthquake? Given: Seismogram in Lake City, FL � 2,000 miles; Hongkong, China � 8,500 miles; Sidney, Australia � 4,000 miles. Time-Interval P/S wave � 6 minutes, etc. Define in your own words the terms associated with seismograms? (Seismology, seismograph, seismic stations, seismic forces�) Activities: Introduce the essential questions. Check prior knowledge through diagnostic questioning and defining relevant terms. (10 minutes) Divide students into groups of 4 students each group. (5 minutes) 15 minutes to research on the topic using the multimedia resources. 15 minutes to sum up their findings and prepare their papers. 15 minutes to present to the class, and discuss the issue, and revise the findings. Closure: Let the students know that appropriate behaviors in doing their assignments, research works, etc. are necessary for effective learning. Plan for Independent Practice: Ask: How have you been doing, so far? - To make them aware and think (reflect) about their study/work habits and social skills. �