Transcript Look Out! Natural Disasters ! STEM Unit

Look Out!
Natural Disasters !
STEM Unit
Jeremy Kirchgraber - Brittany Main - Robert McCabe
Natural Disasters
Unit 4:
Lesson 1
Introduction to
Natural Disasters
Lesson 2
Wildfires
Lesson 3
Volcanoes
Focus Question
What are Natural
Disasters?
Focus Question
What are the positive
and negative impacts of
Wildfires on living things?
Focus Question
What are the positive
and negative impacts of
Volcanoes on living
things?
Bloom’s Taxonomy
Definitions, Knowledge,
Comprehension,
Application, Analysis,
Synthesis, Evaluation.
Bloom’s Taxonomy
Definitions, Knowledge,
Comprehension.
Analysis, valuation
Bloom’s Taxonomy
Definitions, Knowledge,
Comprehension,
Analysis, Evaluation
Gardner’s MI
Interpersonal, LogicalMathematical
Gardner’s MI
Logical- Mathematical,
Visual-Spatial
Gardner’s MI
Visual- spatial, BodilyKinesthetic
Objectives
To define Natural Disasters
List natural disasters
covered,
Evaluate effects on life forms.
Objectives
To answer the focus
question,
Explain positive and
negative effects,
Lesson 4
Earthquakes
Focus Question
What are the positive
and negative impacts of
Earthquakes on living
things?
Lesson 5
Tsunamis
Lesson 6
Hurricanes
Focus Question
What are the positive
and negative impacts of
Tsunamis on living
things?
Focus Question
What are the positive
and negative impacts of
Hurricanes on living
things?
Bloom’s Taxonomy
Comprehension,
Knowledge, Evaluation
Bloom’s Taxonomy
Analysis, Application,
and Evaluation
Gardner’s MI
Logical-Mathematical,
Visual-Spatial
Gardner’s MI
Logical, Visual-Spatial
Gardner’s MI
Interpersonal, Visualspatial
Objectives
To identify volcanoes as
natural disasters, recreate
and visualize eruption
process,
Infer about impact on life.
Objectives
To define vocabulary.
Show understanding of plate
movement.
Explain effects on living
things.
Analyze data.
Objectives
To express understanding of
the cause of Tsunamis.
Judge effects of Tsunamis.
Hypothesize about effects on
their own lives.
Objectives
To explain pos. and neg. effects on
communities.
Collect and evaluate relevant data,
create pie graph w/spreadsheet,
Summarize and evaluate response
to Hurricane Sandy.
Bloom’s Taxonomy
Definitions, Knowledge,
Comprehension,
Analysis
Assessment
KWL chart, Group
discussion. Individual written
journal reflections.
Quantifiable Rubric
(scale 1-3)
Assessment
, Web 2.0 and
Scavenger hunthttp://www.smokeybear.com/wildfire
s.asp
Quantifiable Rubric
(scale 1-3)
Assessment
Volcanic eruption model,
graphic organizer.
Quantifiable Rubric
(scale 1-3)
Assessment
Graph with Spreadsheet,
Group experiment. Written
reflection.
Quantifiable Rubric
(scale 1-3)
Assessment
Writing assignment- short
essay: Cause & Effect
Quantifiable Rubric
(scale 1-3)
Additives
Graphic Organizer- KWL
Chart
Bar Graphhttp://www.emdat.be/naturaldisasters-trends
Smart Board
Additives
Smart Board, Video,
Filamentality Website
Additives
Manipulative Skills- Volcano
model and recreate eruption.
Smart Board ,
Web 2.0 tool- Video:
http://video.nationalgeographic.com
/video/101-videos/volcanoes-101
Additives
Manipulative SkillsEarthquake Model
Smart Board, Laptops,
Web 2.0, Earth’s Crust:
http://www.geolsoc.org.uk/PlateTectonics/Chap2-What-is-a-Plate
Additives
Smart Board, Youtube
Video, Laptops
Assessment
Pie Graph w/Spreadsheet,
Quantifiable Rubric
(scale 1-3)
Additives
Internet Scavenger Hunt,
Smart Board, Video,
Laptops.
Introduction:
Natural Disasters STEM Unit
Students will be instructed to complete this graphic organizer on the
human response to natural disasters. From there, students will identify
and define 5 natural disasters to be covered in this unit:
1. Wildfires
2. Volcanoes
3. Earthquakes
4. Tsunamis
5. Hurricanes
Additive:
Graphic
Organizer
Lesson 2:
Scavenger
Hunt:
Scavenger
Hunt:
This scavenger hunt utilizes
This scavenger hunt utilizes
the Smokey Bear website to
the Smokey Bear website to
engage learners and assess
engage learners and assess
their understanding of the
their understanding of the
topic of Wildfires. This
topic of Wildfires. This
assessment also gauges
assessment also gauges
students’ ability to use Web
students’ ability to use Web
2.0 resources to locate
2.0 resources to locate
information while addressing
information while
multiple intelligences (visualaddressing multiple
spatial)
intelligences (visual-spatial)
Wildfires
“It’s Gettin’ Hot in Here!”
Go to http://www.smokeybear.com/wildfires.asp to learn about wildfires and to complete this scavenger hunt!
1)
What type of fire is good?
Why?
1)
What type of fire is bad?
Why?
1)
In 1995, how many wildfires were caused by lightning?
1)
Find the wildfire casebook and tell me 3 different ways the fires were started.
1)
Name 3 tools that can be used to fight fire and provide a short description of each. Then choose 1 tool and draw a sketch of it
below. Make sure you label your drawing!
1)
Sketch the Fire Triangle below. Make sure to label the different sections.
1)
Look at the prevention section of the web site; write down a list of 10 ways of preventing a forest fire. Circle the ones you think
might make a good poster.
1)
Here is a place to make notes about any other neat facts from the web site. Remember you are looking for facts to use on your
poster!
1)
Now that you have found ten ways to prevent forest fires and learned about good and bad wildfires, brainstorm ideas for a poster
you will create. Remember, you need to include the following items on your poster:
1) At least one drawing that includes Smokey Bear,
2) A slogan like “Only You Can Prevent Forest Fires”
Lesson 3:
“I Lava Volcanoes!”
Objectives of the lesson:
1. To recreate and therefore visualize
the process by which volcanoes erupt
2. To infer ways in which a volcanic eruption
would impact life.
Summary of lesson:
Students will be introduced to the Plate Tectonic Cycle.
They will discuss its connection to earthquakes and volcanoes.
Then, they will be recreating a volcanic eruption using household materials.
After a short video from National Geographic, students
will be given a post experiment reflection assignment that will
require them to analyze both the results of their experiment and
the short video.
National Geographic: Volcanoes 101:
http://video.nationalgeographic.com/video/player/kids/forces-of-nature-kids/volcanoes-101-kids
Additive:
Manipulative
Skill
Lesson 4:
“Shake it up, baby now!” by The Earthquakes
Motivation:
Video (1:18):
http://video.nationalgeographic.com/video/
101-videos/earthquake-101
Class will be asked to recall details from
video and discuss with the class.
Teacher will jot notes on Smartboard.
Students will record information in journals.
(10 minutes)
Lesson 4:
“Shake it up, baby now!” by The Earthquakes: Part 1
Class will read:
Earthquakes (Watts Library Series)
In Alaska in 1964, a magnitude
9.2 earthquake jarred the earth so
by Trudi Strain Trueit
strongly it caused fishing boats to sink in Louisiana. What causes the ground tremble
like that? The answer is simple. The Earth's surface is on the move.
The surface of the earth, called the "crust," is not one solid piece. It's more like a 20
piece puzzle. Each puzzle piece is called a "plate." The plates constantly move.
Fortunately for us, they don't move fast. Geologists estimate the fastest plate might shift
6 inches a year (15 centimeters). That's about as fast as your hair grows.
Earthquakes happen when a plate scrapes, bumps, or drags along another plate. When
does this happen? Constantly. About a half-million quakes rock the Earth every day.
That's millions a year. People don't feel most of them because the quake is too small, too
far below the surface, or deep in the sea. Some, however, are so powerful they can be felt
thousands of miles away.
A powerful earthquake can cause landslides, tsunamis, flooding, and other catastrophic
events. Most damage and deaths happen in populated areas. That's because the shaking
can cause windows to break, structures to collapse, fire, and other dangers.
Geologists cannot predict earthquakes. They hope they will in the future through
continued research and improved technology.
Earthquakes can happen anytime or anywhere. But you can prepare for the
unpredictable with a family safety plan, emergency kit, and supplies.
FACTS
• Geologists rate earthquakes in magnitude, which is the amount of energy released
during the quake.
• The largest recorded earthquake happened in Chile on May 22, 1960. It was a
magnitude 9.5.
• The deadliest known earthquake happened in China in 1556. It killed about
830,000 people.
• Alaska has the record for the largest U.S. earthquake. On March 28, 1964, a
magnitude 9.2 quake occurred and killed 131 people.
• Most earthquakes happen 50 miles (80 kilometers) or less below the Earth's
surface. They can happen as deep as 400 miles (644 kilometers) below the surface.
• Southern California has about 10,000 earthquakes a year. Very few are felt.
• Alaska averages 24,000 earthquakes a year, the most seismic activity in North
America.
• Florida and North Dakota have the fewest earthquakes in the U.S.
• In 1985, the jolt from an 8.1 magnitude earthquake in Michoacán, Mexico caused
water to slosh out of a pool in Tucson, Arizona—1240 miles (2000 kilometers) away!
• Most earthquakes and volcanos—80%—happen close to where two plates meet.
• Depending on the plate, they move between 0.3 to 5.9 inches a year (1 to 15
centimeters) a year.
• Because of moving plates, geologists predict that Los Angeles will meet Alaska ... in
70 million years! (It'll be neighbors with San Francisco in 15 million years.)
Lesson 4:
“Shake it up, baby now!” by The Earthquakes: Part 1
Procedure: (45 minutes)
1.
Students will gather around the prepared earthquake model.
2.
Students will be asked to recall previous knowledge about The Plate Tectonic Cycle from lesson 3: “I
Lava Volcanoes”. (The outer part of the Earth is composed of plates. Plates move and cause
earthquakes and volcanoes.)
3.
Students will be given the diagram with labelled parts to analyze the demonstration.
4.
Three students will be chosen to demonstrate the first event. They will each be charged with push
and pulling the “plates” so they cause the soil to move, toppling the model buildings, people, and
animals.
5.
Class will discuss what occurred and why.
6.
Three more students will set up activity and simulate an earthquake while the rest of the class
explores the earthquake sites saved on Filamentality website.
(http://www.kn.att.com/wired/fil/pages/scrapsciencejk.html)
7.
Groups will take turns, each having 3 minutes to conduct the demonstration. (30 minutes for full
class)
8.
We will then discuss the results of the experiment, as well as the questions on the reflection
Lesson 4:
STEM Activity: Earthquake Simulation
Students will use a model to
simulate an earthquake.
This will allow students to better understand
how the events below the earth’s crust affect
living things and the world around us.
Lesson 4:
“Shake it up, baby now!” by The Earthquakes: Part 2
Part 2: (45 minutes)
1.
Students will be handed:
a.
Data sheet to be translated into a bar graph
representing earthquake frequency in four US
states.
1.
Students will be asked to analyze data and make
inferences based on the graphs.
1.
Results of analysis will be discussed with group and the class.
Lesson 4:
“Shake it up, baby now!” by The Earthquakes: Part 2
4.
Teacher will display the earthquake map of the
US. Students will be asked prompts to discuss
representations on map
a.
What does this map represent? (
Concentrations of earthquake activity in
the US.)
b.
Where are the highest concentrations of
earthquake activity? (In the areas that
are red.)
c.
Can you hypothesize where the fault
lines are in the US based on this map?
5.
For homework: Students will complete a
worksheet assessing understanding and
knowledge. (Formal Assessment #2)
Lesson 6:
“What’s your Hurri-cane?”
Objectives of the lesson:
1. To analyze the formation of hurricanes.
2. To evaluate the effect of hurricanes on coastal communities in the United States of America.
3. To combine statistics of hurricane classification from 2014 Atlantic Hurricane Season in a pie graph.
Summary of Lesson:
Lesson starts with an engaging video from National Geographic. This video provides students with basic background knowledge on
hurricanes, as well as some visual aids to help guide their initial understanding. The class will then read an informational text on hurricanes with
guidance from the instructor to provide more information on the topic. After reading, students will have an opportunity to use class laptops to
investigate the formation of hurricanes. This work will be done on the
Create-A-Cane interactive website. Students will have the opportunity to find the ideal conditions for hurricane formation before going on to
record this information.
Next students will have the chance to select a reading of their choosing on hurricane relief work. This independent reading task
will prep them for writing about hurricane relief ideas that they would like to see put in place. Students will also consider and write about how
hurricane damage affects human life.
Students will complete a pie graph for homework using Microsoft Excel (if possible). The pie graph will show the classification of
all Atlantic Hurricane Storms from the 2014 Hurricane Season
Hurricane Lesson Additives
Create-A-Cane website
(http://www.nhc.noaa.gov/outreach/ga
mes/canelab.htm)
●
This interactive website allows students
to investigate the formation of
hurricanes.
●
By changing settings that affect
hypothetical weather conditions,
students gain or lose points towards the
formation of a hurricane.
●
After tweaking weather settings and
answering hurricane trivia questions
correctly, students are asked to place a
hurricane in the ocean and watch as it
gains strength and spins through the
ocean.
Web 2.0
Additive
Hurricane Lesson Additives
Cont’d.
Hurricane
Categorization
Pie Graph
and
Spreadsheet
Look Out!
Natural Disasters !
STEM Unit
Jeremy Kirchgraber - Brittany Main - Robert McCabe