LInC Project Proposal
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SCSU High School Team 
LuAnne Smith, Starr Bright, Theresa Owens 

Grade Level: High School (Earth Science, Physical Science and Physics)

Subject: Earthquakes 

Learner Outcomes: (Taken directly form the SC Science Standards) 

* Students will analyze the pros and cons of living in areas affected by natural hazards such as earthquakes. 
* Students will be able to predict changes in the Earth's surface based on past and current geologic events (e.g., earthquakes). 
* Students will be able to analyze, interpret and explain that waves, including sound and seismic waves, have energy and can transfer energy when they interact with matter.
* Students will analyze how science and technology explain and predict relationships.
* Students will demonstrate scientific and technological inquiry. 
* Students will formulate and revise scientific explanations and models using logic and evidence. 
* Students will use technology and mathematics to improve investigations and communications. 


Authentic Student Task:
Introduction:  The activity will foster an understanding of how science, math and social studies concepts can be applied to reduce earthquake hazards and risk in the built environment through seismic safety design, construction, land-use, and emergency management techniques.
 
* Students will work with experts from USC and elsewhere, as well as high school classes that are part of the S.C. Earthquake Physics Project (SCEPP), survivors of earthquakes, etc. to determine guidelines for earthquake safety and preparedness. 
* Students will use data from their seismograph and others stationed around the world to discuss seismic activity in the different areas - normal, before, and after earthquakes.  
* Students will further their study by collaborating with researchers to determine what role (if any) can they the student have towards the science of earthquake prediction.  Based upon responses from experts, students will develop appropriate methods of inquiry that will provide needed scientific data.
* Students will determine whether their communities are prepared for the aftermath of a large earthquake and determine how a community prepares for such an event. 

Hook:
In preparation for Earthquake Awareness Week - April 9-15, students will see a presentation by an earthquake survivor that includes stories of the destruction and aftermath, as well as views of earthquake destruction from web pages. The discussion will include the Charleston earthquake of the 1800's (and the likelihood of another soon) as well as personal experiences of the students (relatives or friends who lived through earthquakes).  This would lead into how students will be part of the SCEPP (South Carolina Earth Physics Project) - whereby they have a working seismograph in their school. Students are asked for help in preventing another disaster of great proportions - both human and materialistic. 

Student Direction:
* Students will brainstorm a list of questions to ask survivors of an earthquake and hold an e-mail interview or chat. 
* Students will choose where to gather their information from - which experts to contact (i.e. FEMA), location of survivors, etc. 
* Students will develop a preparedness guide using information they choose to use.  (i.e. - information gained from interviews and looking over building codes and other preventative procedures taken by government/people/organizations).   
* Students will communicate with earthquake experts to determine what role (if any) can they the student have towards the science of earthquake prediction.  
* Students will look at international data on seismic activity to predict where there may be a need for information relating to keeping safe in an earthquake (predicting where they think the next earthquake will occur). 
* Students will group themselves according to the medium chosen for the preparedness guide. For example, students wishing to learn web design will develop a web page; those interested in print media will design a pamphlet; while those interested in live video will develop a public awareness segment.

Best Use of Technology:

* Students will use e-mail to correspond with experts and other schools participating in the S.C. Earthquake Physics Project.
* Students will collect, analyze and use data from their school's seismograph. 
* Students will use the Internet for research of earthquakes, history of earthquakes, etc. 
* Student will use the Internet to locate present-day survivors and experts that the students can then communicate with via email/chat technology. 

* Students will observe how the collection of real time data is used by scientists to develop simulations that will eventually enable scientists to reliably predict earthquakes.
* Students will use the computer to create an informational earthquake pamphlet, Webpage or media presentation for community awareness. 

Revision #3		February 14, 2001