Content Standards
Illinois Learning Standards:
11.A.2e Report and display the results of individual and group investigations
12.E.3a Analyze and explain large-scale dynamic forces, events and processes that affect the Earth's land, water, and atmospheric systems (e.g., jet stream, hurricanes, plate tectonics).
Next Generation Science Standards
ESS2.B: PLATE TECTONICS AND LARGE-SCALE SYSTEM INTERACTIONS
ISBE Science Standards:
13.B.2a: Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information).
11.A.2e Report and display the results of individual and group investigations
12.E.3a Analyze and explain large-scale dynamic forces, events and processes that affect the Earth's land, water, and atmospheric systems (e.g., jet stream, hurricanes, plate tectonics).
Next Generation Science Standards
ESS2.B: PLATE TECTONICS AND LARGE-SCALE SYSTEM INTERACTIONS
ISBE Science Standards:
13.B.2a: Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information).
Objectives
Students will be able to use the internet to conduct research
Students will be able to define key vocabulary
Students will be able to analyze the results of their experiment
Students will be able to record thoughts and answers after gaining information
Essential Questions and Big Ideas:
Why do the continents move, and what causes earthquakes.
What are plate tectonics?
How does the Richter Scale work?
Students will be able to define key vocabulary
Students will be able to analyze the results of their experiment
Students will be able to record thoughts and answers after gaining information
Essential Questions and Big Ideas:
Why do the continents move, and what causes earthquakes.
What are plate tectonics?
How does the Richter Scale work?
Teacher Information
Look over the websites that the students will be visiting. You want to be familiar with them to answer any questions they may have. Spend some time on the earthquake strength calculation website, as it may get tricky. One possible work around is to check which groups want to do that one, then model an example for them. Divide students into 4 even groups for the presentation. If it is a large class, consider adding a new region or splitting North America to the United States and Central America.
Assessments
Formative: Students will hand in work which will be checked off to signal completion. Students must first meet with the teacher in the group stage to confirm they have finished the group portion before moving on to the individual portion.
Summative: At the end of the WBI, students will present their Prezis to the class. They will have had time to research and work on their assignment as a group. Students must present for 3-5 minutes, but should not be strict timekeeping. The requirements and rubric are posted on the Presentation page at the top. Students should have the rubric while working so they know what is expected of them.
Summative: At the end of the WBI, students will present their Prezis to the class. They will have had time to research and work on their assignment as a group. Students must present for 3-5 minutes, but should not be strict timekeeping. The requirements and rubric are posted on the Presentation page at the top. Students should have the rubric while working so they know what is expected of them.
Teacher Preparation
The teacher must make a worksheet copy of the third optional group activity for every student in case every group decides to complete that activity. The teacher must also prepare the jello used in the marshmallow experiment the night before, and store it in a cool place. The marshmallows used for that experiment should be fresh, not stale.
ELL support
Start off the lesson with pictures of earthquakes from around the world. Activate prior knowledge by asking what they know about earthquakes, or if students have experienced one. Providing students with a vocabulary list that they can check off once they find the definition and record can help as they will be able to refer to it later. For ELL students that struggle with English, encourage them to do activities that are more centered towards doing or creating rather than finding information and reporting on it. Those students can also help make the Prezi look visually appealing.