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Unit Descriptionџџџџџџџџџ„а„0§Цаo(.џџџџџџџ@€ћћлˆІІћћdЩ & FЦˆУˆУC$s|…ЕлмфDENЃСћќ  ':?LRSVXY[lmnyƒЃЎРШЯзмрьћ3=>?@pr}œ LUcq}‚™Єфшщ№ёѕў*56=HMim…’žŸ0@104@0ў @1L0 @11L1N1^01 121Д1м1 0~ @0€ @1^1`1l1z1„1–1М1Ц1р1ь1ю1є1ј1њ1ў1 1"1$1:1N1Ž1Є1Ш1и1ц1і110& @1 1R11Є1І1Ј1Њ1 11$1b1:1<1Т1д1№1 1$1.0ž @1\1м1ф1ц1є1і1ў11h1~0@1€1–0Ј@1 0І@1Ј0L@1А08@GTimes New Roman5€Symbol3 Arial3Times"qˆаhДЄSF"TFаЂ !ЅРДД€20dАќyџџYour Project Title Here starr bright starr brightRoot Entry Рh1 @D(€џџџџџџџџ РF!‚М2^МР3@ (ˆ1Table@ @ PР€џџџџџџџџЁ@ˆF„ `WordDocument Tb HŠ!"P‚€џџџџџџџџ ’H„€@ <,SummaryInformation@)  СŒ(џџџџ@€ € 4@ ?Є@џџџџџџџџџџџџўџџџџџџџ §џџџўџџџ)ўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ*+,2./014ўџџџ-5689:;ўџџџ=>?@ABCDEFGHIJKL7џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџDocumentSummaryInformation 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%&'*VW™ЙУкн§џ'UVkv|œАэюCHƒˆ’СШтф  )X\]jqr{Маю()89?FKTgly€ƒ…†ˆ™š р…ŸђљOhЋ‘+'Гй0tˆАМдр№  0 < HT\dl'Your Project Title Hereour starr brightTittarNormalr starr brightTit1arMicrosoft Word 8.0H@@а%јБР@а%јБРOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOАМдр№  0 < HT\dl'Your Project Title Hereour starr brightTittarNormalr starr brightTit3arMicrosoft Word 8.0H@J‹6@а%јБР@”ЊЫ…МРаЂOOOOOOOOOOOOOOOOOOOOOOOOOOOO [4@ёџ4NormalCJOJPJQJmH <A@ђџЁ<Default ParЅРДД€0deyџџYour Project Title Here starr bright starr brightOOOOOOOOOOOOOOOOOOOOOўџ еЭеœ.“—+,љЎDеЭеœ.“—+,љЎP  hpˆ˜  ЈАИР Ш ь'branchville hst А: Your Project Title Here Title˜ 6> _PID_GUID'AN{3AEE6480-1D62-11D5-96F5-00306563D6D6}OOOOOOOOOOOOOOOOOOOOOOOOўџ р…ŸђљOhЋ‘+'Гй0tˆStudents will make a seismic-risk map of the US, study the occurenece of earthquakes in the US, and determine which areas are earthquake prone. Students will compute the distance of five different seismograph stations from a strong earthquake and use this information to compute the location of the epicenter of an earthquake.ьЅСc $П jbjb№S№S "š1š1Ÿџџџџџџ]ЂЂЂЂЂЂц”ЄЄЄЄ А z ъ@@@@@@@@НПППППП, єќ ˆы3Ђ@@@@@ыРЂЂ@@ШxРРР@"Ђ@Ђ@НЖЮЂЂЂЂ@НРŠРJЂЂНМ uђяЖz*Єb^Е Your Project Title Here Unit Description before LInC Summary Scenario Student Pages Rubric Index of Projects Please fill in this description of how your project was conducted before LInC. Please do not describe your current LInC project. If your project was not used before, describe activities used to accomplish the same learner outcomes and content as your LInC project or describe a unit or activity used instead of your LInC project. This should be short: one-half to one page in length. Grade Level: Subject: Learner Outcomes: 1. outcome 1 2. outcome 2 3. ... Student Task: Briefly describe the activities/tasks the students were involved in. Teacher Role: Describe the role/activities the teacher had. Grouping: Describe whether students worked individually or in teams. If in teams, what was each student responsible for? Hook: Describe the method you used (if any) to create a need for your students to want to learn this content and complete the project/task. Student-Directed Learning: Describe opportunities (if any) students had to choose or plan their learning in this project/task. Use of Technology: Describe whether and how technology and the Internet were used. Assessment: Describe how students were assessed/graded. (e.g., test, report, journaling, rubric, presentation, . . .) ;sЕРѓAN”ЁайINеяTfЇВ  L^ШŒ јђьшцшцшцшцшцшцшцшцшцшцђшццB*5B* 5B*CJ$ 5B*CJ0 56B*CJ:;sѓ *8@A”аIеTЇ §§§§§§§§§§§§§§§§§§§§§§§§§ј & F ўАа/ Ар=!А"А# $ %АAre We On Solid Ground? ScienceStudents took notes, viewed demonstrations and video, as well as participated in class discussions. Students participated in pen-pencil activities on seismic risk and locating an epicenter using printed data from lab manual.The teacher presented information in the form of lecture and video. Demonstration of wave types were presented with a slinky. Seismograph waves were demonstrated through the use of a tuning fork with a straight pin taped to the end and held over a piece of wax paper. Fault types were demonstrated though the use of cardboard models. Questions from the text were assigned to students and checked by the teacher.Whole group instruction for lecture, video and demonstrations. Small groups (2-3 students) for seismic risk and locating an epicenter activities.Earthquake videononenoneWritten test›ІАалэѕќ  (A`jklmŽž ЋЪ67zƒ‘ŸЋАЧв#,L`ahsxzŽЁНСейцђѓ104@0"0:@0ў @1L0 @1"1T"1^"1d"1‚"1–"1А"1В"1Д"1Ж"1ъ"1"#1$#1&#1,#0„#1†#1 $1J$1^$1Œ$1’$1в$1ж$1є$1%1&%1‚%1„%1Ў%1Ф%1а%1&1&18&1В&1Д&0'1^'1h'1о'1ш'1ќ'1Z(1h(0l @11L1N1^1œ(1Š1А(1ђ1И(101 121Д1м1 0~ @0€ @1^1`1l1z1„1–1М1Ц1р1ь1ю1є1ј1њ1ў1 1"1$1:1N1Ž1Є1Ш1и1ц1і110& @1 1R11Є1І1Ј1в(1ъ1 11$1b1:1<1Т1д1№1 1$1.0ž @1\1м1ф1ц1є1і1ў11)1~0@1€1–1<)1@)1h)0Ј@1 0І@1Ј0L@1А08@GTimes New Roman5€Symbol3 Arial3Times"ёˆаhДЄSF2TF%аЂ !ЅРДД€r0dАР!№бР!№бР! 6Р! 6Р! 6Р! 6Р! 6Р! 6Р! 6Р! 6Р! 6Р! 6Р! 6Р! 6Р! 6Р! 6Р! 6:;st†˜™ЇЕНОЎ[ј/Gb˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€˜€€š€€Ш  џџUnknown David OwensValued Gateway Customer starr bright59[_b œЃЊБ![jпіGbџџ starr bright4Macintosh HD:Desktop Folder:PreLinc Unit Descriptionџ@€__лˆMM_SdЩˆs|…ЬЭгкпшћ -./:Ddo‰˜Ё­Меєўџ13>]ЩЪ $2>CZeЅЉЊБВЖПыіїў *.BFS_`0@104@0ў @1L0 @1^1`1l1z1„1–1М1Ц1р1ь1ю1є1ј1њ1ў1 1"1$1:1N1Ž1Є1Ш1и1ц1і110& @1 1R11Є1І1Ј1Њ1 11$1b1:1<1Т1д1№1 1$1.0ž @1\1м1ф1ц1є1і1ў11h1~0@1€1–0Ј@1 0І@1Ј0L@0А08@GTimes New Roman5€Symbol3 Arial3Times"1ˆаhДЄSFTF!ђyџџYour Project Title Here starr bright starr brightdeyџџYour Project Title Here starr bright starr brightOOOOOOOOOOOOOOOOOOOOOўџ еЭеœ.“—+,љЎDеЭеœ.“—+,љЎўџџџџџ РFMicrosoft Word DocumentўџџџNB6WWord.Document.8OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO [4@ёџ4NormalCJOJPJQJmH <A@ђџЁ<Default Paragraph Font`џџџџ џџ`:;st†˜™ЇЕНОЎ[ј/GbР!КПР!КПР!КПР!@mР!@mР!@mЅРДД€0deyџџYour Project Title Here starr bright starr brightOOOOOOOOOOOOOOOOOOOOOўџ еЭеœ.“—+,љЎDеЭеœ.“—+,љЎP  hpˆ˜  ЈАИР Ш ь'branchville hst А: Your Project Title Here Title˜ 6> _PID_GUID'AN{3AEE6480-1D62-11D5-96F5-00306563D6D6}OOOOOOOOOOOOOOOOOOOOOOOOўџ р…ŸђљOhЋ‘+'Гй0tˆАМдр№  0 < HT\dl'Your Project Title Hereour starr brightTittarNormalr starr brightTit4arMicrosoft Word 8.0H@9+@а%јБР@єоˆМРаЂOOOOOOOOOOOOOOOOOOOOOOOOOOOO [4@ёџ4NormalCJOJPJQJmH <A@ђџЁ<Default Par Students will define earthquakes, locate Earth s earthquake belts on a map, contrast three different types of forces associated with earthquakes, and differentiate between faults and fractures. Students will differentiate between focus and epicenter, define earthquake intensity and describe the scales (Richter and Mercalli) used to measure earthquake damage. They will also recognize that awareness is the key to earthquake safety. Students will use a tuning fork to demonstrate how a seismograph records vibrations. Students will also define magnitude as the energy released at the focus of an earthquake and describe how it is determined. Students will differentiate between P-, S-, and L-waves, explain how earthquake waves provide information about the earth s interior, and describe the current model of Earth s interior using a drawing.occurrenceareais earthquakeDemonstrations of wave types wereepicenter activities, news clippings from current earthquakes†# 'њ & FьЅСc 4П jbjb№S№S ,š1š1ѓџџџџџџ]ЂЂЂЂЂЂцd2222 >Je ъжжжжжжжжNPPPPPP,OєCˆ|щЂжжжжж|ъЂЂжж^xъъъж ЂжЂжNЖЮЂЂЂЂжNъŠъt:,ЂЂNR (іяЖJш2р D Your Project Title Here Unit Description before LInC Summary Scenario Student Pages Rubric Index of Projects Please fill in this description of how your project was conducted before LInC. Please do not describe your current LInC project. If your project was not used before, describe activities used to accomplish the same learner outcomes and content as your LInC project or describe a unit or activity used instead of your LInC project. This should be short: one-half to one page in length. Grade Level: Subject: Learner Outcomes: 1. outcome 1 2. outcome 2 3. ... Student Task: Briefly describe the activities/tasks the students were involved in. Teacher Role: Describe the role/activities the teacher had. Grouping: Describe whether students worked individually or in teams. If in teams, what was each student responsible for? Hook: Describe the method you used (if any) to create a need for your students to want to learn this content and complete the project/task. Student-Directed Learning: Describe opportunities (if any) students had to choose or plan their learning in this project/task. Use of Technology: Describe whether and how technology and the Internet were used. Assessment: Describe how students were assessed/graded. (e.g., test, report, journaling, rubric, presentation, . . .) ;sЕРѓAN”ЁайINеяTfЇВ  L^ШŒ "Ž)јђьшцшцшцшцшцшцшцшцшцшцђшццђцB*5B* 5B*CJ$ 5B*CJ0 56B*CJ:;sѓ *8@A”аIеTЇ "†#§§§§§§§§§§§§§§§§§§§§§§§§§ј§ѓ & F & F ўАа/ Ар=!А"А# $ %АAre We On Solid Ground? ScienceStudents took notes, viewed demonstrations and video, as well as participated in class discussions. Students participated in pen-pencil activities on seismic risk and locating an epicenter using printed data from lab manual.The teacher presented information in the form of lecture and video. Demonstration of wave types were presented with a slinky. Seismograph waves were demonstrated through the use of a tuning fork with a straight pin taped to the end and held over a piece of wax paper. Fault types were demonstrated though the use of cardboard models. Questions from the text were assigned to students and checked by the teacher.Whole group instruction for lecture, video and demonstrations. Small groups (2-3 students) for seismic risk and locating an epicenter activities.Earthquake videononenoneWritten testStudents will make a seismic-risk map of the US, study the occurenece of earthquakes in the US, and determine which areas are earthquake prone. Students will compute the distance of five different seismograph stations from a strong earthquake and use this information to compute the location of the epicenter of an earthquake.