Transcript Catastrophic Events PD - Carolina-Meeks

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
– Upper Moreland School District
• Teacher
• Framework Participant
• Additional Experience
– Science Curriculum Specialist Library Video & Safari
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
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
My Experiences with STC kits
Modify Labs for Learning Support
• Directions
– Regular
• Reflections
– Regular
• Directions
– Modified
• Reflections
– Modified
– Additional
Modifications
My Experiences with STC kits
Enhance for Gifted
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Journals
Extensions in TG
Allow students to redesign experiments.
Allow opportunity for additional research
using library resources.
Assessment
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Journals
*Reflections
Quizzes
Section Test
Projects
Let’s Dig In…
The Teacher Guide!
Each lesson begins with…
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*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)
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
Safety Contract
• Do you have one?
• Ensuring safety during labs
– Give clear directions
– Set expectations
– Boundaries
– Jobs
PART 1
STORMS
Lesson 1
Thinking 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.
Lesson 2
Introducing 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/ind
ex.html
– United Streaming “Introduction to Storms”
– National Hurricane Center
Active Reading Strategies
• 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
Lesson 3
Heating Earth’s Surface
• Inquiry 3.1
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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?
Lesson 4
Heat 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!
Lesson 5
Convection 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
Lesson 6
Temperature, 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
Lesson 6
Temperature, 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
Lesson 7
Ocean 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?
Lesson 7
Ocean Currents and Global
Climate
• Inquiry 7.2
– Students explore the ocean’s surface
currents.
Lesson 8
Storms Assessment
• Excellent performance assessment
Lesson 9
Anchor Activity
• Students choose a catastrophic event to
research
• Consider making this an inter-disciplinary
project with Literacy
PART 2
EARTHQUAKES
USGS Website
Lesson 16
Introducing Earthquakes
• Inquiry 16.1
– Access prior knowledge p.116 #1
– Predict where earthquakes occur on sticker
map
– Define earthquake
– Quake video not very good
Lesson 11
When 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
Lesson 12
Recording 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
Lesson 13
Plotting Earthquakes
• Inquiry 13.1
– Students will plot earthquakes to identify
patterns in their location.
– HINT: Have students work in groups to plot 56 quakes on transparencies. Then overlap
transparencies. Use with additional
transparencies to identify the Ring of Fire.
Lesson 14
Using 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.
Lesson 15
Investigating 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
Lesson 15
Investigating 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.
Lesson 16
Convection in the Mantle
• Inquiry 16.1 Conduct
– Students observe a model of convection in
the mantle.
Lesson 17
Earthquake Assessment
• Good performance assessment, but time
consuming.
• Our teachers revised test.
PART 3
Volcanoes
Lesson 18
Introducing 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.
Lesson 19
Volcanoes 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.
Lesson 19
Volcanoes 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.
Lesson 20
Viscosity 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.
Lesson 21
Igneous Rock
 Inquiry
21.1
– Students will examine the
characteristics of 5 igneous rocks.
– Complete chart.
Lesson 22
Exploring Igneous Rock Formation
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Introduction
– Students will examine 3 more igneous rocks.
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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
Lesson 23
Volcanic 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.
Lesson 24
Effects 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.
Lesson 25
 Performance
 Written
Assessment
Assessment
Thank You
Contact Information

http://carolina-meeks.wikispaces.com/

http://ummsmeeks.wikispaces.com

Michelle Meeks
email: [email protected]
mobile: 267-879-3514