ࡱ> 697c jbjbSS 011] &&&&&&&&,&&&&&:&&&:::& &&""&:: =XǶ0 Are We On Solid Ground? Scenario Author: Starr Bright (SCSU High School Team) Background/Context This project is being developed to correlate with the S.C. Earth Physics Project, which places a digital seismograph in the school. The project will be used in the spring of 2002 with Earth Science (grade 8), Physical Science (grade 9) and Physics (grade 12) classes. The length of the unit will be from two to four weeks and will incorporate S.C. Science Standards (inquiry, earth and physical science). Three main goals of this project are to (1) study the causes and effects of earthquakes, (2) determine what role (if any) can they, the student, have towards earthquake prediction, and (3) analyze how well their community is prepared for the aftermath of an earthquake. Using an engaged learning approach, students will use technology to obtain knowledge, collaborate with experts, and produce a public awareness product (of their choice) on earthquake preparedness. Beginning/Getting Started The project will be introduced in preparation for Earthquake Awareness Week - April 9-15. After viewing a presentation by an earthquake survivor and pictures of earthquake destruction on web pages, there will be a discussion of the Charleston earthquake of 1886 and the fault line that runs 10 miles away. This would lead into our participation in SCEPP and the use of data collected from the school seismograph. Students will be asked to help prepare our community for an earthquake by developing a public awareness product that will help lessen the aftermath of such an event. To assess prior technical knowledge, students will be asked to complete a checklist of skills they have mastered. Earthquake knowledge will be based on a pre-test. To begin the project, students will be randomly placed in small groups to brainstorm a list of questions to ask earthquake survivors and possible types of format for the public awareness product. Each small group will then make an oral report to the class with their questions and product format. After lists of questions are generated, students will contact survivors by e-mail interview or chat. Student grouping (for product) will be based on the type of earthquake preparedness format they wish to complete (pamphlet, web page, video, PowerPoint etc). No more than four students will be assigned per group. Middle/In Progress During the first half of project, students will work in small groups to obtain earthquake knowledge, locate information for earthquake preparedness (including preventative measures that will limit the destruction), and examine international seismic data. This will occur through the use of the Internet, text and reference books, newspapers, periodicals, videos, laser discs, and classroom activities. Students will also communicate with earthquake experts to determine what role they, the student, can play in the science of earthquake prediction. All students will be required to keep a journal of their findings/work. At least every other day, one member from each group will e-mail a summary (in a pre-designed outline form) of their groups findings to the teacher. The reporter of this summary will rotate within members of the group. After the first week, each group will present (on a rotating basis) an oral presentation of their groups finding to the entire class. Each member will be required to give part of the oral presentation. All students will also be required to complete Internet activities that will create a certificate upon successful completion. The teacher will be monitoring student direction each day by listening to group discussions, asking leading questions, providing activities to reinforce knowledge, examining journal entries, and providing feedback of outlines that will lead each group to their culminating product. The teacher may also ask one group (or student) that is excelling to help another group (or student) that is struggling with parts of the overall project. End/Culmination The last half of the project will be the production of the groups public awareness product. Groups will be mentored with instructors knowledgeable with the type of format chosen. Groups will decide how best to present their project to the community in which they live as well as to those outside their community. Although the public awareness project is the culminating event, students will continue to monitor seismic data periodically and continue to work with experts in any ongoing projects. Student assessment will also include a post-test. 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!"#$%&'()*+_GUID'AN{CACEA780-101B-11D5-96F5-00306563D6D6}OOOOOOOOOOOOOOOOOOOOOOOO Oh+'0t  0 < HT\dl'Are We On Solid Ground8re  starr brightid tarNormalr starr brightid 2arMicrosoft Word 8.0u@G@ZNR@,s FMicrosoft Word DocumentNB6WWord.Document.8OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO ՜.+,D՜.+,P  hp  'branchville hso: Are We On Solid Ground Title 6> _PIDROOOOOOOOOOOOOOOOOOOOOOOOOOOO [4@4NormalCJOJPJQJmH <A@<Default Paragraph Font0   5!!6!6!6!6!6!60Unknown starr bright starr bright9Macintosh HD:Desktop Folder:fermi :Are We On Solid Ground@Hw5@0@101j00+@0+@GTimes New Roman5Symbol3 Arial3Times"1hWSZS!0dAre We On Solid Ground starr bright starr brightOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOc jbjbSS 211] ~S        ,=1E     L  0LLL   "" LL [XǶ~F6Are We On Solid Ground? Scenario Author: Starr Bright (SCSU High School Team) Background/Context This project is being developed to correlate with the S.C. Earth Physics Project, which places a digital seismograph in the school. The project will be used in the spring of 2002 with Earth Science (grade 8), Physical Science (grade 9) and Physics (grade 12) classes. The length of the unit will be from two to four weeks and will incorporate S.C. Science Standards (inquiry, earth and physical science). Three main goals of this project are to (1) study the causes and effects of earthquakes, (2) determine what role (if any) can they, the student, have towards earthquake prediction, and (3) analyze how well their community is prepared for the aftermath of an earthquake. Using an engaged learning approach, students will use technology to obtain knowledge, collaborate with experts, and produce a public awareness product (of their choice) on earthquake preparedness. Beginning/Getting Started The project will be introduced in preparation for Earthquake Awareness Week - April 9-15. After viewing a presentation by an earthquake survivor and pictures of earthquake destruction on web pages, there will be a discussion of the Charleston earthquake of 1886 and the fault line that runs 10 miles away. This would lead into our participation in SCEPP and the use of data collected from the school seismograph. Students will be asked to help prepare our community for an earthquake by developing a public awareness product that will help lessen the aftermath of such an event. To assess prior technical knowledge, students will be asked to complete a checklist of skills they have mastered. Earthquake knowledge will be based on a pre-test. To begin the project, students will be randomly placed in small groups to brainstorm a list of questions to ask earthquake survivors and possible types of format for the public awareness product. Each small group will then make an oral report to the class with their questions and product format. After lists of questions are generated, students will contact survivors by e-mail interview or chat. Student grouping (for product) will be based on the type of earthquake preparedness format they wish to complete (pamphlet, web page, video, PowerPoint etc). No more than four students will be assigned per group. Middle/In Progress During the first half of project, students will work in small groups to obtain earthquake knowledge, locate information for earthquake preparedness (including preventative measures that will limit the destruction), and examine international seismic data. This will occur through the use of the Internet, text and reference books, newspapers, periodicals, videos, laser discs, and classroom activities. Students will also communicate with earthquake experts to determine what role they, the student, can play in the science of earthquake prediction. All students will be required to keep a journal of their findings/work. At least every other day, one member from each group willQSgC W 0B*5B* 5B*CJ$ 5B*CJ0 "#QRSfg3 4 5 A B C V W "#QRSfg3 4 5 A B C V W & / =!"#$%erts in any ongoing projects. Final student assessment will