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Catastrophic Events Professional Development

Catastrophic Events Professional Development. Introduction: Michelle Meeks. Education : B.S. Elementary Education, Temple University M.S. Educational Technology, Chestnut Hill College Teaching Experience : Philadelphia School District Small Learning Community Leader USI Participant

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Catastrophic Events Professional Development

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  1. Catastrophic EventsProfessional Development

  2. Introduction:Michelle Meeks • Education: • B.S. Elementary Education, Temple University • M.S. Educational Technology, Chestnut Hill College • Teaching Experience: • Philadelphia School District • Small Learning Community Leader • USI Participant • Upper Moreland School District • Teacher • Framework Participant • Additional Experience • Science Curriculum Specialist Library Video & Safari

  3. Participant Introduction • Please share: • your name • what you teach • and something you hope to get out of today • Background on programs used in the past

  4. My Experiences with STC kits • Student Population: • Gifted to Learning Support • Students tracked by Math • All students learn best through “doing” • True inquiry based vs. guided

  5. Directions Regular Reflections Regular Directions Modified Reflections Modified Additional Modifications My Experiences with STC kitsModify Labs for Learning Support

  6. My Experiences with STC kitsEnhance for Gifted • Journals • Extensions in TG • Allow students to redesign experiments. • Allow opportunity for additional research using library resources.

  7. Assessment • Journals • *Reflections • Quizzes • Section Test • Projects

  8. Let’s Dig In…

  9. The Teacher Guide!Each lesson begins with… • *Concepts • Student Objectives (similar to SG) • *Overview (summary of lesson) • Background • Reading Selections (what they are about) • Materials: (teachers; students are in the SG) • Preparation: (Step by step directions)

  10. The Teacher Guide!“Getting Started” Each Inquiry • Begins with directions for introducing Inquiry • Procedure (step by step instructions for conducting inquiry) • Reflections(suggested responses given) • Homework • Extensions (cross curricular) • Assessment

  11. Safety Contract • Do you have one? • Ensuring safety during labs • Give clear directions • Set expectations • Boundaries • Jobs

  12. PART 1 STORMS

  13. Lesson 1Thinking About Catastrophic Events • Inquiry 1.1 • Walk through student guide • Students create a group concept map • Inquiry 1.2 • Pre-Assessment chart and map • Group puts stickers on maps • Article “How Scientists Study the Earth” is a good opportunity to teach how to take notes.

  14. Lesson 2Introducing Storms • Inquiry 2.1 • Students will make a model of a vortex and observe movement with in it. • Define vortex • Identify characteristics of thunderstorms, Tornadoes, and Hurricanes (Active Reading Strategy) • Hints: Snip off the remaining plastic around bottle neck to prevent leaks. • Suggestions • http://www.nationalgeographic.com/forcesofnature/interactive/index.html • United Streaming “Introduction to Storms” • National Hurricane Center

  15. Preview Activate Prior Knowledge Set a purpose Vocabulary Chunk Title and sub-titles Multiple Readings of same text Summarize Graphic organizers Link new and prior knowledge Active Reading Strategies

  16. Lesson 3 Heating Earth’s Surface • Inquiry 3.1 • Students investigate to learn how soil and water heat and cool. • Relate to natural world • Graph using excel • Guided Reading • Discuss Lab sheets vs. text • “The Atmosphere” Foldable • Do I have to do each reading?

  17. Lesson 4Heat Transfer and the Movement of Air • Conduct Labs – 4 groups 2/2 • Inquiry 4.1 • Students investigate how surface temperature affects air temperature. • Inquiry 4.2 • Students investigate how warm and cold air move • Reflect • **Air masses p.49 • EMPHASIZE smoke allows us to see the air moving!

  18. Lesson 5Convection Currents in the Air • Conduct Lab • Inquiry 5.1 • Students conduct lab to learn about convection currents in the air. • HINT: wrap end of punk stick with foam to hold in place • Readings pgs. 59-67

  19. Lesson 6Temperature, Pressure, and Cloud Formation • Conduct Labs 6.1/6.2 • Good opportunity to design own experiment • Inquiry 6.1 • Students observe evaporation and condensation • HINT heat water on lowest setting • Suggestion – United Streaming video on hurricanes; supports pg. 72 reading

  20. Lesson 6Temperature, Pressure, and Cloud Formation • Inquiry 6.2 • Students conduct lab to learn that air pressure affects cloud formation. • HINT heat water on lowest setting; use a small amount of smoke • Inquiry 6.3 • Reading weather maps • May want to incorporate mini lesson on types of clouds. • Tracking Hurricane Andrew

  21. Lesson 7Ocean Currents and Global Climate • Inquiry 7.1 • Demo: Shows how the sun heats the earth unequally. Globe can’t be too close to thermometers • Part 1: Teacher demonstration on overhead • P.84 Ocean Currents: create a graphic organizer • Part 2: Conduct?

  22. Lesson 7Ocean Currents and Global Climate • Inquiry 7.2 • Students explore the ocean’s surface currents.

  23. Lesson 8Storms Assessment • Excellent performance assessment

  24. Lesson 9Anchor Activity • Students choose a catastrophic event to research • Consider making this an inter-disciplinary project with Literacy

  25. PART 2 EARTHQUAKES USGS Website

  26. Lesson 16Introducing Earthquakes • Inquiry 16.1 • Access prior knowledge p.116 #1 • Predict where earthquakes occur on sticker map • Define earthquake • Quake video not very good

  27. Lesson 11When the Earth Shakes • Inquiry 11.1 Conduct lab • Students explore waves • Note: See page 127 • First two types of waves explore represent s and p waves moving toward earth’s surface. When observing tape, this wave represents surface waves. • Inquiry 11.2 • Quake proof house • TLC and National Geographic

  28. Lesson 12Recording Earthquake Waves • Inquiry 12.1 Conduct • Students model the recording of seismic waves. • Inquiry 12.2 • Students learn to read seismogram • August 24th Virginia Earthquake • Inquiry 12.3 • Students learn how to find the epicenter. • Virtual earthquake

  29. Lesson 13Plotting Earthquakes • Inquiry 13.1 • Students will plot earthquakes to identify patterns in their location. • HINT: Have students work in groups to plot 5-6 quakes on transparencies. Then overlap transparencies. Use with additional transparencies to identify the Ring of Fire.

  30. Lesson 14Using Earthquakes to Study Earth’s Interior • Inquiry 14.1 • View images on the CD-ROM to learn more about Earth’s interior • Create foldable using page 167 • Reading pgs. 168-169 better for higher level thinkers.

  31. Lesson 15Investigating Plate Movement and Faults • CD-ROM “The Theory of Plate Techtonics” • Inquiry 15.1 Conduct • Students model plate movement with foam pads representing denser oceanic plates and lighter/less dense continental plates. • Foldable: Convergent, Divergent, & Transform Faults • Skip plotting earthquakes

  32. Lesson 15Investigating Plate Movement and Faults • Inquiry 15.2 • Not recommended. CD-ROM models well. • Inquiry 15.3a • Students explore and classify objects as brittle or ductile. Suggest including room temp and refrigerated taffy. • Inquiry 15.3b Conduct • Students measure the force released between plates during a simulated earthquake. • Good time to use a class average due to variables.

  33. Lesson 16Convection in the Mantle • Inquiry 16.1 Conduct • Students observe a model of convection in the mantle.

  34. Lesson 17Earthquake Assessment • Good performance assessment, but time consuming. • Our teachers revised test.

  35. PART 3 Volcanoes

  36. Lesson 18Introducing Volcanoes • Inquiry 18.1 • Accessing and building knowledge about volcanoes • Mt. Pinatubo video and Geothermal video • May consider finding different videos. • Reading pgs. 206-209 help identify the positive and negative effects of volcanoes.

  37. Lesson 19Volcanoes Change the Landscape • Inquiry 19.1 Conduct • Students use model magma to investigate how the temperature of the magma determines how an eruption affects the land. • I do this lab as a demonstration. Preparation is very time consuming.

  38. Lesson 19Volcanoes Change the Landscape • Inquiry 19.2 • Students investigate how lava creates new landforms by pouring 4 layers of wax over the same slope. • Teacher models how lava behaves when it pours into cool water; pillow lava. • Page 221: Article on Island Formation • Consider showing video of lava flows.

  39. Lesson 20Viscosity and Volcano Type • Introduction: classify volcano cards • Inquiry 20.1 Conduct • Consider using different temperature model magma. • Article pgs.229-231 Identify the characteristics of each type of volcano.

  40. Lesson 21Igneous Rock • Inquiry 21.1 • Students will examine the characteristics of 5 igneous rocks. • Complete chart.

  41. Lesson 22Exploring Igneous Rock Formation • Introduction • Students will examine 3 more igneous rocks. • Inquiry 22.1 • Student will investigate how the cooling rate of the magnesium sulfate solution affects the size of the crystals. • HINT: Access to a refrigerator will facilitate successful lab. • Apply what was learned in lab to granite, basalt, and rhyolite. • Rock Cycle Article

  42. Lesson 23Volcanic Ash • Introduction • Students examine two pieces of pumice by breaking off fragments • Inquiry 23.1 • Students will examine volcanic ash and ash in water to draw conclusion about how it affects people and environment.

  43. Lesson 24Effects of Ash Fall • Inquiry 24.1 • Students will simulate an eruption by blowing ash into the air. • I don’t do lab; if you do, consider conducting outside.

  44. Lesson 25 • Performance Assessment • Written Assessment

  45. Thank YouContact Information • http://carolina-meeks.wikispaces.com/ • http://ummsmeeks.wikispaces.com • Michelle Meeks email: mmeeks@umtsd.org mobile: 267-879-3514

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