Brief Description

Students will participate in the WebQuest Epicenter, That Rockin’ Town. This WebQuest is based on gathering and analyzing real earthquake information for a specific city or area. The WebQuest will allow students to work as a team to organize the information gathered about earthquakes into a report to a town council that needs to make decisions regarding the possibility of future earthquake damage.

Complete information regarding this project is on the class web site: http://www.amphi.com/teachers/bbriggs/

Standards and Frameworks

Technology Standards

• 3T-E1. Use formatting capabilities of technology tools for communicating and illustrating
• 3T-E2. Use a variety of technology tools for data collection and analysis
• 3T-E3. Publish and present information using technology tools
• 3T-E4. Use technology tools to support system analysis and modeling
• 4T-E2. Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom
• 4T-E3. Collaboratively use telecommunications and online resources

• 6SC-E3 Describe the composition(including the formation of minerals, rocks and soil) and the structure of the earth.
PO1 Explain the processes involved in .the formation of the earth’s structure.
• 6SC-E5 Explain how earth processes seen today, (including erosion, movement of lithospheric plates, and changes in atmospheric composition) are similar to those that occurred in the past.
PO1   Interpret evidence that erosion , plate movement, and changes in atmospheric composition, as seen today, occurred in the past.
• 3SC-E1 Recognize how scientific knowledge, thinking process and skills are used in a great variety of careers.
• 3SC-E2  Develop and use a systematic approach to analyze the risks associated with natural and biological hazards.

Academic

• Students will describe the causes and effects of earthquakes.
• Students will compile a list of vocabulary terms learned about earthquakes.
• Students will compare and contrast the various types of earthquake waves.
• Students will describe the use of seismographic data to find the epicenter of an earthquake.
• Students will gather historical and current earthquake data for a particular city or area.
• Students will use historical and current information to make recommendations concerning emergency procedures during an earthquake.
• Students will work as a team to organize the information gathered about earthquakes into a report to a town council.

• Students will use a variety of Internet resources to gather information about earthquakes.
• Students will collaborate on the final report using Microsoft Word.
• The final report must include at least five pictures that help illustrate and enhance the quality of the report.

• Basic keyboarding skills
• Experience navigating the internet
• Students need to have basic technology skills in using the Internet so they can use links and bookmarks.
• Students need to have basic skills required in saving and retrieving documents.
• Students should also have a basic understanding of latitude and longitude.

• Computer(s) with access to the Internet and Microsoft Word, Excel and Power Point.
• http://www.fcps.edu/AldrinES/sites/earthqua/split.htm

• REACH (gifted students): Gifted students should be placed in groups so that they can assist in learning about latitude and longitude if they are working with students who do not have a good background knowledge in this area. There are several wonderful links under the Available Resources section of this project that gifted students could explore on their own or help other students explore.
• SEI (Sheltered English Immersion) students: SEI students should also be placed in groups so that they are with a student(s) that can help them understand the various tasks in this project. SEI students may use available web sites written in their native language.  (There are many available).
• Special Education Students: Special Education students could work with groups of students and be responsible for tasks such as navigating the Internet while other group members help them understand the printed information.

Students will be working on the Webquest EPICENTER, That Rockin' Town;
URL address http://www.fcps.edu/AldrinES/sites/earthqua/split.htm

Students will work in engineering companies of three or four students. The company is required to produce a report to the city of Epicenter that has recently experienced a 7.2 Richter earthquake.  Epicenter has “hired” the company to develop a report that will help determine if government funding may be found to rebuild the city.  There are five jobs that need to be completed.  They are; Geologist, Structural Engineer, Historian, Emergency Management Planner, Graphic Artist. The Historian and Graphic Artist positions may be handled by one student.(or assigned to two students in groups of three)

The report will be the project final assessment, along with student self-reflections.

Day 1:  In the classroom  The instructor gives a brief overview of the project, and distributes a copy of the introduction and job descriptions to all students. The expectations will be clearly defined. Students will divide into groups of three or four and choose the job(s) they will perform, and determine the company name and logo. All job responsibilities will be discussed in class, after they have been assigned to the students.

Day 2:  In the classroom.  Students will meet as a company for 10 minutes at the beginning of class to discuss progress toward a successful report.  10 minute Q & A session regarding the reports and team.  Direct class instruction from Chapter 2 regarding Seismic waves, epicenter and focus.

Day 3:  In the computer lab.  Companies will work together, sharing a computer if necessary, and go to the Webquest:  EPICENTER, That Rockin' Town;
URL address:  http://www.fcps.edu/AldrinES/sites/earthqua/split.htm
In the site, students will review their job description, and, after seeing which towns have recently experienced a 7.2 (or greater) earthquake, select a real town to study as their town of “Epicenter.” Students will begin to complete their responsibilities. Students will meet as a company for 5 minutes at the beginning of the period, and for 10 minutes at the end of the period to review progress toward a successful report.

Day 4:  In the computer lab.  Companies will work together, sharing a computer if necessary, and go to the Webquest:  EPICENTER, That Rockin' Town;
URL address:  http://www.fcps.edu/AldrinES/sites/earthqua/split.htm
Similar duties to day 3.  Students will continue their research, job duties and begin writing report. Students will meet as a company for 10 minutes at the beginning of the period, and for 10 minutes at the end of the period to review progress toward a successful report.

Day 5:  In classroom -10 minute team meeting, 40 classroom instruction regarding earthquakes and volcanoes.

Day 6: In computer lab.  10 minute team meeting, continue research, begin final writing and editing.

Day 7: Complete and submit group report.

Assessment

Final reports will be evaluated using the rubric below, based on 50 possible points;
 

Note:  These sites from the WebQuest are not available at this time:
http://quake.usgs.gov/more/eqfaq.html
http://www.geo.purdue.edu/seismology_resources.html
http://wwwneic.cr.usgs.gov/neis/general/handouts/glossary.html
http://www-socal.wr.usgs.gov/jones/ABC_glossary.html
http://quake.usgs.gov/QUAKES/HOT/hot.html
http://www.geophys.washington.edu/cnss.cat.html

Teacher Name: Ben Briggs
Site: Cross Middle School
Date Submitted: November 19, 2003