iLEAD PROJECT PLANNER
Project Name: Earthquake Engineering
Estimated Duration: 7 weeks
*for learner work samples see Appendix A
Universal Theme:
Nature/Disasters
Essential Question:
What are natural Disasters?
What is engineering?
Driving Questions or Inquiry Plan:
How can we engineer solutions to reduce the impact of natural disasters in California?
Knows/Need to Knows/Next Steps (define with learners)
Anticipated KNTKs
What are natural disasters? Brain Pop Video, focus in on each for a day in ELA
Which natural disasters affect CA? Which is most common in CA?
What are the at-risk areas?
How do earthquakes impact Californians?
What are causes of earthquakes?
How do we find out about historical earthquakes? How can we be prepared for quakes?
How do scientists track/predict earthquakes?
How do we build earthquake-resistant structures?
Concepts/Common Core Standards
CCSS/Next Generation NGSS
NextGen:
ESS3-2 Generate and compare multiple
solutions to reduce the impacts on natural
earth processes on humans. [Clarification
Statement: Examples of solutions could
LEARNING OUTCOMES
21st Century Skills
Interdisciplinary Connections
Leadership
____X_
Self direction/work ethic ___X__
Creativity
__X___
Collaboration
___X__
Innovation
___X__
ELA; Sciences; Art
include designing an earthquake resistant
building and improving monitoring of
volcanic activity.]
4-PS4-3. Generate and compare multiple
solutions that use patterns to transfer
information. show kids Richter scale and
the pattern it makes when it transfers
information from ground, morse code, and
01001 computer language
4-PS4-1. Develop a model of waves to
describe patterns in terms of amplitude
and wavelength and that waves can cause
objects to move. [Clarification Statement:
Examples of models could include physical
models using wire to illustrate wavelength
and amplitude of waves. (use
slinky/jumprope)
3-5-ETS1-3 Plan and carry out fair tests
in which variables are controlled and
failure points are considered to identify
aspects of a model or prototype that can
be improved.
W.4.3. Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences.
A. Orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally.
B. Use dialogue and description to
develop experiences and events or show
the responses of characters to situations.
C. Use a variety of transitional words and
phrases to manage the sequence of events.
D. Use concrete words and phrases and
sensory details to convey experiences and
events precisely.
E. Provide a conclusion that follows from
the narrated experiences or events.
W.4.8 Recall relevant information from
Problem Solving
Critical Thinking
Digital Literacy
____X__
___X__
__X___
experiences or gather relevant
information from print and digital
sources; take notes and categorize
information, and provide a list of sources.
W.4.2 Write informative/explanatory
texts to examine a topic and convey ideas
and information clearly.
RI 4.6 Compare & contrast a firsthand and
secondhand account of the same event or
topic; describe the differences in focus and
the info provided.
RL 4.3 Describe in depth a character,
setting, or event in a story or drama,
drawing on specific details in text (e.g., a
character's thoughts, words, actions)
Performance Tasks (Formative Assessments)
EVIDENCE OF LEARNING
Individual:
 Narrative graphic organizer and interview questions
 Comprehension questions with reading (for research paper)
 Informational writing graphic organizer (big ideas and detail)
 Peer critique forms (for writing and art)
Group:
 Presentation board guide
 Prototype reflection based on rubric
Personal Benchmarks: (journals, check-ins, calendars)
Scaffolding:
 Trueflix - natural disasters
o focus on earthquakes (4-ESS3-2 )
 I survived read aloud book (RL 4.3)
 Learner led prototype creations and trial reflection logs that allow for
improvement (3-5-ETS1-3)
 taking notes from trueflix content. Workshops of how to pull important
information and then paraphrase (4-ESS3-2 )
 Graphic organizer/note-taking guides/interview questions from authentic


Authentic Assessments (Summative Assessments)
sources. (W.4.8) (W.4.2) (RI 4.6) (W.4.3.)
Field Trip to Science Centers, Earthquake exhibit. Reflection paper
afterwards.(4-ESS3-2 )
Structured writing of first few paragraphs of earthquake paper as example for
entire essay (W.4.2)
Individual:
 Narrative Writing
 Research Paper
 Summaries of individual natural disasters
 Volcano drawing
 Practice design of structure
Group:
 Presentation Board
 Structure
Rubric Qualifiers

writing rubric - research paper
o paraphrasing facts not opinions or copying

writing rubric - narrative writing


rubric for earthquake structures
picture revisions (agency)

note taking guides

rubrics completed by exhibition guests
Agency (rubric descriptor):
 Works through challenges before asking for help
 Sees failures and challenges as an opportunity for growth
Rubric EXAMPLE
Differentiation Tools


graphic organizer for narrative text (RL 4.3) (W.4.3.)
learners will be given an art task that will allow for failure and revision.

They will have a trial guide that will allow them to track each change they made to reach their end result, with a column rating their desire for teacher
support during each step.
Entry Event:
Gallery Walk with Mystery docs (Natural Disaster Mystery Images to
print and put up on walls) - pairs use note catcher
Letter from the XYZ Science Professional and/or Engineer
communicating the need.
Project Description:
During this project learners will be asked to help California reduce the
impact of natural disasters. They will start by discovering the various
types of natural disasters that impact our world. They will research what
they are, how they impact people, where different natural disasters are
likely to occur, and how to be prepared. Then, since our project is
centered around California the kids will create claims that defend the
argument that earthquakes are common in California and need our
attention. Then they will research earthquakes in more depth as well as
visit Science Center where they will learn how to engineer structures to
withstand an earthquake. Once back on campus they will work in
collaborative groups in order to engineer structures of their own. They
will create multiple prototypes and reflect on each after shake tests.
Finally, learners will present all of their knowledge to our community
through an exhibition.
Presentation of Learning (POL)- with learners
Authentic Audience
Format
Setting
- Multi Use Room
- Gallery walk where learners present their earthquake resistant structures
as well as their knowledge of a natural earth process. Learners will also have
a earthquake preparedness pamphlet to give guests.
- We will invite families, experts, and classrooms to the gallery walk.
- A simple rubric will be provided that guests can complete as they see each
group.
Resources Needed:
Texts:
Login Tech Resources Community Resources
Article: Los Angeles Earthquakes
Art Projects
1
2
youtube how to draw volcano
LOGINS
Brainpop - ???
TrueFlix
???
Field Trips:
Interviewed: professionals? Science centers
Engineering Project
Historical Earthquakes
Maps of Natural Disasters
Volcano Facts
Scholastic re: Volcanoes
Scholastic article: volcanoes
Instruments to monitor volcanoes
Volcano Extra
Week 1 (starting 1/12)
Monday 1/12
Tuesday 1/13
Mystery Gallery Walk
Entry Letter
Driving Question
Know/ Need to Know
Tornadoes
Team Contracts
Brain Pop Tornadoes
-activity page
Scavenger Hunt for
Natural Disaster overview
Wednesday 1/14
Tsunami
 tsunami questions
 Tsunami interactive
slideshow
shortened URL for kids…
goo.gl/Lbw8fr
Brain Pop “What are natural disasters”
-activity
Brain Pop Tsunami
-activity
start web of the 6 natural disasters we will
study
Article
Thursday
1/15
Friday
1/16
Wild Fires
wild fire
questions
Flood
More Flood
more flood
Trueflix Video
Brain Pop
Flood
-activity
STEAM Lab: Where do volcanoes occur on
Earth? (Bring Laptops with Google Earth to
lab)
Week 2
Monday 1/19
Tuesday 1/20
Wednesday
1/21
Thursday 1/22
Friday 1/23
Volcanoes
-Brain Pop
-activity page
Caitie’s Volcano
STEAM Lab: Where do earthquakes occur on Earth? (laptops needed
again!)
Volcanoes
Caitie’s
Volcano
Volcanoes
Caitie’s Volcano
Volcanoes
Caitie’s
Volcano
Volcanoes
Caitie’s Volcano
-Eruption
experiment
Volcano article
Week 3
Monday 1/26
Tuesday 1/27
Wednesday 1/28
Thursday
1/29
Friday 1/30
Earthquakes
Brain Pop
Earthquakes
ABC of earthquakes
(Optional)
Earthquakes
Earthquakes
Earthquakes
narrative writing - use
notes to start drafting
draft
narrative
draft narrative & peer
review with rubric
Begin Narrative Writing - “I survived style”
Conducting an Interview
 they will generate questions that they will ask
(write on binder paper)
 Possible Interview Questions
Interview first hand
earthquake people
-professionals
Brain Pop Plate
tectonics
STEAM Lab: Moving Continents-Puzzle out what our
Earth used to look like based on fossil evidence and
plates.
Week 4
Monday 2/02
Tuesday 2/03
Wednesday
2/04
Thursday
2/05
Friday 2/06
Earthquakes
edit narrative
Earthquakes
narrative
Earthquakes
narrative typing
Earthquakes
narrative typing
Earthquakes
narrative publish!
STEAM Lab: What causes plates to move?
(Layers of Earth)http://www.bbc.com/future/bespoke/story/20150306journey-to-the-centre-of-earth/index.html
Vocabulary-divergent, convergent, & transform boundaries plus convection
& subduction zones
Video- NOAA Plate Tectonics
Suggestion--Create
Layers of the Earth
Flip Book
of Science
Trip
Science Trip -
Week 5
Monday 2/09
Tuesday 2/10
Wednesday 2/11
Thursday 2/12
Friday 2/13
Structures
 checklist
Structures
Begin Writing Research Paper - cut up
and highlight with colors
Write how
earthquakes are
created.
Write introduction paragraph
PBL LAB
Science Lab: How do scientist figure
out what the Earth’s crust is made of?
(Core sampling- Geology)
Structures
Earthquake preparation.
Earthquake preparations page
Watch BrainPop on how to build a
structure (key vocab - post and
lintel, column, pyramid, truss) take notes
Structures
Structures
Build
prototype 1
Shake test 1:
skateboards shake table
Write
historical
earthquake
Structure Rubric
Reflect on
Prototype 1
Design a plan - make a list of what
they want to bring
Write how to study earthquakes
Write concluding
paragraph
Week 6
Monday 2/16
Tuesday
2/17
Wednesday 2/18
Thursday 2/19
Friday 2/20
Structures
Structures
Structures
Structures
Structures
Remodel & Test & Reflect
Remodel
Final Shake Test
& Prototype
Reflection
Begin Presentation
Boards
Presentation
Boards
STEAM Lab: Waves and Wavelengths, Morse Code
Translator (on line),
Week 7
Monday 2/23
Tuesday 2/24
Wednesday 2/25
Presentation Boards
Presentation
Boards
Presentation Prep
Questions
Essay writing
Science Lab: Lego
Robotics
APPENDIX A
WORK SAMPLES
Thursday 2/26
Earthquake Exhibition
 Exhibition Rubric
Friday 2/27
Project reflection:
self
Specific on
earthquake
-group
Mystery Images
Notes
Presentation Board
Mystery Image Example
Structure Example
Science Lab Inquiry Volcanoes and
Earthquakes
Presentation Rubric
Sample Volcano
Sample Natural Disaster Essay
XYZ
January 27,2015
Natural Disasters
Natural Disasters are really bad weather that leads to destruction, Like EARTHQUAKES, TORNADOES,
VOLCANOES, DROUGHTS, WILD FIRES, HURRICANES, TSUNAMIS, AND FLOODS. Once in 1906 was the great San
Francisco earthquake, It had an estimated magnitude of 7.8, 3,000 people died in this disaster and 225,000 people were left
homeless. I will summarize facts that I have learned about Earthquakes, Tornadoes, and Wildfires. In conclusion, Natural
Disasters are really bad weather that leads to destruction.
FLOODS
A flood is a type of natural disaster that creates damage from water. Most floods happen when there is too much rain
that it cannot absorb the water. Sometimes floods are good for farmers. In conclusion, floods can cause a lot of damage and
spread diseases so…. You should be prepared just in case.
TSUNAMIS
A tsunami is a type of natural disaster that is a series of waves that causes destruction. One interesting fact about
tsunamis is that they are usually common in the Pacific Ocean, and the Indian Ocean. Another interesting fact about tsunamis
is that the word TSUNAMIS is Japanese tsu means harbor and name means wave so basically the word tsunami means
HARBOR WAVE. Did you know that tsunamis are usually caused by under water earthquakes or underwater volcanic
eruptions? In conclusion, when you hear the ocean roar than that means there is going to be a Tsunami.
WILD FIRES
A wildfire is a type of a big fire. Some fires are usually started by lighting, hot or cold air, and sometimes humans!
Another type of fire is a crown fire. Crown fires are dangerous for animals because, they spread to quickly that it is hard for
the animals to escape. Another fire is a storm fire, it is a very powerful fire that can make a tornado made out of fire. In
conclusion, Some firefighters sometimes lets small fires go because it helps the cycle of nature
TORNADOES
A tornado is a natural disaster that is a type of funnel shaped cloud that can cause a lot of damage. It sometimes
occurs during thunderstorms. It is usually common in the Midwestern States. In conclusion, tornadoes are usually last for 10
minutes, a really bad tornado is 25 minutes. If you live in the Midwestern States then you better watch out!
A natural disasters is an event in nature when there is massive damage and destruction. To be prepared for a natural
disaster you can have a ready kit. A ready kit should include things like first aid supplies, tissues, flashlights, batteries, and
water. Remember, always be prepared because you never know when the next big natural disaster might strike.
Earthquakes Essay Sample
Earthquakes
Did you know a tiny earthquake could be happening right this minute? A earthquake is when earth’s surface or crust is shaking. Today I
will tell you how earthquakes are formed, how are they studied, what’s the Ring Of Fire, and tell you some massive earthquakes all around
the world.
Tectonic plates are moving plates of earth’s surface. Tectonic Plates could fit like a jigsaw puzzle. Also, they can create
earthquakes. They floats in hot, but soft, rock. They move as slowly as your own fingernails. When the two edges meet it makes a fault,
but if the tectonic plates get stuck together the friction will make pressure inside off the tectonic plates. When the tectonic plates finally got
unstuck, it will make a movement called fault strips. The fault strips make a big amount of energy that travels on earth called seismic
waves.
Scientist called seismologists study earthquakes. They record and measures the seismic waves. They also rate the magnitude or
size of the earthquake. They use a devices called seismometers and seismographs. A basic seismograph uses a pen and paper. As the paper
rolls the pen makes a zigzagging pattern.
Most earthquakes happen around the Ring of Fire. The Ring of Fire is a place where volcanoes and earthquakes surround the
Pacific Plate. On April 18, 1906 an earthquake hit San Francisco. A lot of people felt it from Oregon to Los Angeles and to Central
Nevada. Another earthquake happened at the Indian Ocean on 2004 and it lasted 10 minutes! Also, another earthquake happened at
Sichuan in China on May 12, 2008 and there was about 60,000 people were killed, and 200, people were injured!
Now you all need know how to get ready . First have a family meeting about earthquakes. Then talk about where to meet if you
all get separated from your family. Also, talk about places in the house you can escape in and what to do if you can’t get out, such as going
under a hard, but sturdy table and cover your neck and head. Finally, after everything get a just-in-case-kit (wink,wink)
Learners Reflection
1.
2.
3.
4.
5.
We used truss from brainpop because we wanted to make sure that it would be stable in an earthquake.
I enjoyed the the building part of the project.
I would make sure to that the posts would stay in its place.
Maybe you can give us more time on the building.
We did multiple shake tests because that we could have a growth mindset. We knew the more we did it,
the better we would get.