1. Exploring Earthquakes Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 7th Grade (Earth Science) Designed by Sarah Sams [email_address] Based on a template from The WebQuest Page 1906 San Francisco Earthquake

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Pack your bags! You are working for the United States Geological Survey (USGS) when the top scientist on predicting earthquakes approaches you and three others to come with him on his journey to the most recently prone earthquake areas. Here, you will record exactly where the earthquakes occur, at what time, and magnitude. You will also determine how the earthquakes impact the local towns and whether they have emergency plans in place. Now, your mission is to present to a board of officials in our country about the region, its earthquake activity, and what local towns are appropriately prepared. To be more effective with your time, assign the following roles to group members: a) the Data Collector b) the Artisan c) the Writer d) the Anthropologist Each role will be given a list of tasks to complete in order to effectively put together the presentation that will help the board determine whether or not to provide aid for the region.

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] First, you will be assigned into groups of four students. Once each member of your group has picked a role, follow the steps under each role. As a group, decide how you are going to divide the world into regions. Collectively look at the website and determine which region your group would like to research. Next, divide up! The Data Collector: On the following website, record the following into an excel spreadsheet: the region, the number of earth quakes in the area. Next, find the region that your group located and record the earthquakes’ date, time, location, and magnitude.Create a bar graph with the region and number of earthquakes. The Artisan: On the maps provided, choose a way to indicate where earthquakes occur (use collective website). Next, look up information about the ring of fire and label important geographic areas. Find relevant pictures (at least three) for the PowerPoint presentation. Set up a format for the PowerPoint, but do not complete until the rest of the group has finished their work! When ready, type the information. The PowerPoint should briefly describe what is an earthquake, the group’s data and graph, and its information about the region. The Anthropologist: First, gather general information about earthquakes . Next, find the history of earthquakes in that particular region. Start here . What kind of economy does the country have? Is it stable? Next, obtain information about historic earthquakes and their effects from the earthquakes website link. Dictate what you feel is important information to the writer. The Writer: As the anthropologist researches, take notes on what he/she finds. Help to decide what is important and create a flyer on Publisher about general knowledge on earthquakes and more specifically your region. How often they occur in your region and can the area support itself if an earthquake does occur.

5. This assignment will be evaluated as a group project, with insight into group participation. Encourage, support, and help each other! The following rubric demonstrates how you will be graded. 50 points. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 2 Developing 5 Accomplished 8 Exemplary 10 Score Powerpoint Presentation Semblance of presentation, but no depth. Demonstrates use of PowerPoint, but there are errors in writing and lack of knowledge. Presentation is complete, but there are a few errors. Knowledge is present. No errors and in-depth explanations of subject. Excel Spreadsheet and Graph Incomplete spreadsheet and lack of or incorrect type of graph. Spreadsheet and graph present, but many incorrect labels or information.. Spreadsheet and graph with a few incorrect labels or information. Spreadsheet and graph present with no errors. Map and General Design of PowerPoint Map or PowerPoint not present; several errors within both and no flow to presentation. No pictures in PowerPoint. Both are present, but several errors in the map, and lack of flow to the PowerPoint. Both are present, but a few mistakes within one or the other. Map and PowerPoint are both present without mistakes. Flyer No information on flyer. Flyer present with errors, little information, and no organization or visuals. Flyer with relevant information, visuals, and organization, but no errors. No errors and an excellent flyer with information and organization and visuals. EASY to read and understand. Group Performance No group participation. No information. Some group participation,but incidents that needed attention. Information present. Group presentation, information present, but lacking in one part of the project. Great group participation, information, and project is complete!

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You have successfully finished your task to inform the council about your earthquake exploration. You have created graphs, a flyer, and a PowerPoint presentation. So tell me, if you were the council, do you think that the proposal persuades you to give relief to the region? Why?

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Visual: flickr.com - mrwaterslide Websites Thanks to any and all of the USGS websites. http://pubs.usgs.gov/gip/earthq1/ http:// earthquake.usgs.gov/eqcenter/recenteqsww / http://pubs.usgs.gov/gip/dynamic/fire.html http://interactive2.usgs.gov/learningweb/explorer/topic_hazards_earthquakes.asp The WebQuest Page The WebQuest Slideshare Group

8. Exploring Earthquakes [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 7th Grade (Earth Science) Designed by Sarah Sams [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed to provide a seventh grade Earth Science class with a guideline on a research-based project. It serves as a part of a final assessment that culminates the natural disaster section. In this lesson, students are asked to take on the roles of a Data Collector, Artisan, Writer, and Anthropologist. They are a team that is researching current earthquakes and will choose one region to describe in detail. They need to create a graph, map, flyer, and PowerPoint presentation to present to a board in our country about the earthquakes in the current area, and whether or not that area should receive aid. Evaluation Teacher Script Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The lesson is for a seventh grade Earth Science class. It focuses on the use of technology, however, does incorporate social studies. The webquest could definitely be applied to similar grade levels, especially by adding more Bloom’s taxonomy questions for higher levels. The students will need to have previously had a lesson on natural disasters, how they impact our world, and some information one earthquakes. This lesson is meant to be more of a review on earthquakes, and the students need to use their critical thinking to apply the information they obtain. Evaluation Teacher Script Conclusion

11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Colorado State Standards: 4.6-8.4 : Major geological events such as earthquakes, volcanic eruptions, and mountain building are associated with plate boundaries and attributed to plate motions. This lesson focuses a lot on application, the use of technology, and teamwork. Some process standards include recognizing advancement of science, and that science, technology and human activity affect the world. Evaluation Teacher Script Conclusion

12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This assignment is designed to take three class periods, and mostly a single disciplinary project. The project can easily be adapted to relate more. Divide students into groups of four, but give directions before you do so. Consider who works well together, since this project is based off of group work. Tell the students that they will be divided into groups where each member has a role. Explain the roles, give the opportunity for questions. Let the students know that they should roughly have done their graph, map, applicable information, and should be finishing their flyer and starting the PowerPoint by the end of the first class period. Be proactive in walking around a computer lab and ensuring that everyone is doing their work. See Student Process for Teachers Evaluation Teacher Script Conclusion

13. Student Process First, you will be assigned into groups of four students. Once each member of your group has picked a role, follow the steps under each role. As a group, decide how you are going to divide the world into regions. Collectively look at the website and determine which region your group would like to research. Next, divide up! The Data Collector: On the following website , record the following into an excel spreadsheet: the region, the number of earth quakes in the area. Next, find the region that your group located and record the earthquakes’ date, time, location, and magnitude.Create a bar graph with the region and number of earthquakes. The Artisan: On the maps provided, choose a way to indicate where earthquakes occur (use collective website). Next, look up information about the ring of fire and label important geographic areas. Find relevant pictures (at least three) for the PowerPoint presentation. Set up a format for the PowerPoint, but do not complete until the rest of the group has finished their work! When ready, type the information. The PowerPoint should briefly describe what is an earthquake, the group’s data and graph, and its information about the region. The Anthropologist: First, gather general information about earthquakes . Next, find the history of earthquakes in that particular region. Start here . What kind of economy does the country have? Is it stable? Next, obtain information about historic earthquakes and their effects from the earthquakes website link. Dictate what you feel is important information to the writer. The Writer: As the anthropologist researches, take notes on what he/she finds. Help to decide what is important and create a flyer on Publisher about general knowledge on earthquakes and more specifically your region. How often they occur in your region and can the area support itself if an earthquake does occur. Back to Teacher Process

14. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students will need to only use the internet. No textbooks. We are testing their ability to use technology. The USGS websites: http://pubs.usgs.gov/gip/earthq1/ http://earthquake.usgs.gov/eqcenter/recenteqsww/ http://pubs.usgs.gov/gip/dynamic/fire.html This lesson would work best with two or more teachers in a classroom. *When dividing groups, try to consider placing one technology-savvy student into each group. Evaluation Teacher Script Conclusion

15. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This is the rubric provided for the students. The scale for each category is between 0-10, 0 being absent, 10 being exceptional. Grading can be between the numbers given. The total project is 50 points. Beginning 2 Developing 5 Accomplished 8 Exemplary 10 Score Powerpoint Presentation Semblance of presentation, but no depth. Demonstrates use of PowerPoint, but there are errors in writing and lack of knowledge. Presentation is complete, but there are a few errors. Knowledge is present. No errors and in-depth explanations of subject. Excel Spreadsheet and Graph Incomplete spreadsheet and lack of or incorrect type of graph. Spreadsheet and graph present, but many incorrect labels or information.. Spreadsheet and graph with a few incorrect labels or information. Spreadsheet and graph present with no errors. Map and General Design of PowerPoint Map or PowerPoint not present; several errors within both and no flow to presentation. No pictures in PowerPoint. Both are present, but several errors in the map, and lack of flow to the PowerPoint. Both are present, but a few mistakes within one or the other. Map and PowerPoint are both present without mistakes. Flyer No information on flyer. Flyer present with errors, little information, and no organization or visuals. Flyer with relevant information, visuals, and organization, but no errors. No errors and an excellent flyer with information and organization and visuals. EASY to read and understand. Group Performance No group participation. No information. Some group participation,but incidents that needed attention. Information present. Group presentation, information present, but lacking in one part of the project. Great group participation, information, and project is complete!

16. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page At the beginning, discuss what the project includes: Students are a part of a team that need to gather information on earthquakes and earthquakes within a region of choice. The goal: to persuade a board that a particular region of the world might need some type of relief aid for their people. There will be four people in each team. Then, if it is one particular student that needs help, discuss what his/her role will be. (Teacher Process) Reference the student process page and tell the student that a word highlighted in blue can be clicked on. This brings the student to a website that they will use to do his/her portion of work. Explain that each student should always be working on a computer. By the end of the first day, they should be close to finishing his/her individual task, and be ready to work on the group PowerPoint the next day. Reference: Teacher Process Evaluation Teacher Script Conclusion

17. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page At the seventh grade level, students should begin to recognize the concept of working individually in order to cooperate within a group. This lesson also focuses on using technology in the world of science, an integral part to advancing our society. Evaluation Teacher Script Conclusion

18. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Visual: flickr.com - mrwaterslide Websites: Thanks to any and all of the USGS websites. http://pubs.usgs.gov/gip/earthq1/ http://earthquake.usgs.gov/eqcenter/recenteqsww/ http://pubs.usgs.gov/gip/dynamic/fire.html http://interactive2.usgs.gov/learningweb/explorer/topic_hazards_earthquakes.asp The WebQuest Page The WebQuest Slideshare Group Evaluation Teacher Script Conclusion