Shakin’ It Up: Earthquakes
STEAM Lesson Brief
Educators on the team: (for certification max: 4/team)
5th grade team-Adams, Begue, Chandler, Garcia, Manzella, Stegall (5th grade EIP), Hood (EBD)
Hardy (PE Coach), Ervin (Music), Spardello (Art), Rives (Technology), Keffer (Counselor), Mr.
Tiwon Toney (Principal)
When & Where you attended training. Shoal Creek Elementary School, Dates: July 24 – July 25,
2014 Town/State: Conyers, GA
Students use knowledge from across the disciplines to strengthen their understanding of each
subject’s content and its related careers through topic or theme oriented realistic problem-based
activity-rich lessons.
Theme that this lesson would tie to: Math & Science
Specific Topic Concept within that theme: Earthquake Data
PROJECT IDEA + brief notes & supplies BASIC CONCEPTS
Concept: Earthquakes
Students will create a quiz using a circuit
board to check their answers. They will
then share their quizzes with their
classmates.
Science Basic Plan: Students must be
able to research earthquakes over their
birth month and analyze the mapped data
over given fault lines.
Skill level (Grade Range):5th-6th
Timing of Lesson:
(Earth science/earthquakes instruction)
Science-2 weeks
(creation of poster board) Engineering-1
day
(mapping data) Social Studies-1 day
(data interpretation) Math-3 days
CC. 2103STEAM EducationLesson Brief
Science –
 Concepts- Earthquakes
 Goal / Objectives  Standards:
Earth Science
S5E1. Students will identify surface features of
the Earth caused by constructive and destructive
processes.
a. Identify surface features caused by constructive
processes. -Earthquakes
b. Identify and find examples of surface features
caused by destructive processes.
•Earthquake
c. Relate the role of technology and human
intervention in the control of constructive and
destructive processes.
Examples include, but are not limited to
•Seismological studies
S5CS2. Students will have the computation and
estimation skills necessary for analyzing data and
following scientific explanations.
(Reporter’s Corner) ELA-2 days
(creation of poster board) Technology-3
days
a. Add, subtract, multiply, and divide whole
numbers mentally, on paper, and with a
calculator.
Basic Supplies: poster board, markers,
pencils, paper, map, graphs, charts,
calculator
S5CS1. Students will be aware of the importance
of curiosity, honesty, openness, and skepticism in
science and will exhibit these traits in their own
efforts to understand
how the world works.
a. Keep records of investigations and observations
and do not alter the records later.
b. Carefully distinguish observations from ideas
and speculation about those observations.
c. Offer reasons for findings and consider reasons
suggested by others.
d. Take responsibility for understanding the
importance of being safety conscious.
S5CS2. Students will have the computation and
estimation skills necessary for analyzing data and
following scientific explanations.
a. Add, subtract, multiply, and divide whole
numbers mentally, on paper, and with a
calculator.
b. Use fractions and decimals, and translate
between decimals and commonly encountered
fractions in scientific calculations.
c. Judge whether measurements and computations
of quantities are reasonable answers to scientific
problems by comparing
them to typical values.
S5CS3. Students will use tools and instruments for
observing, measuring, and manipulating objects in
scientific activities.
c. Use computers, cameras and recording devices
for capturing information.
S5CS4. Students will use ideas of system, model,
change, and scale in exploring scientific and
technological matters.
a. Observe and describe how parts influence one
another in things with many parts.
b. Use geometric figures, number sequences,
graphs, diagrams, sketches, number lines, maps,
and stories to represent corresponding features of
objects, events, and processes in the real world.
Identify ways in which the representations do not
match their original counterparts.
All Subjects:
Individual Subjects:
IT Resources: computer, iPad, internet,
printer, paper, ink, active board
Resources: See Resources at the bottom
of the page.
Other Resources:
Misc:
Photos
Pictures will be attached upon
completion of the projects.
Technology/Engineering: Students will
design a poster for their project. They
will then check the data on a peer’s board
by using a calculator.
CC. 2103STEAM EducationLesson Brief
Math: Students will be introduced to 6th
grade data interpretation using 5th grade
review standards.
c. Identify patterns of change in things
—such as steady, repetitive, or irregular
change—using records, tables, or graphs
of measurements where appropriate.
d. Identify the biggest and the smallest possible
values of something.
S5CS5. Students will communicate scientific
ideas and activities clearly.
b. Make sketches to aid in explaining scientific
procedures or ideas.
c. Use numerical data in describing and comparing
objects and events.
d. Locate scientific information in reference
books, back issues of newspapers and
magazines, CD-ROMs, and computer databases.
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ELA: Students will read, write, and
create a summary of one of the
earthquakes they studied as told from a
news reporter’s perspective.

Careers –seismologists, Earth scientists,
technicians, telecommunications, civil
engineering, computer science, physics,
geologist, geological engineering,
geophysics, news reporter, journalists, data
scientist, data analyst, statistician, actuary
Project –Students will research
earthquakes and their locations around
fault lines.
Assessment – Students will be assessed
orally based on their interpretation of the
data plotted on a map of the Earth once
locating the given earthquakes.
Extension – Students can plot the
earthquakes on a blanket map without
indicated fault lines. They can then see if
they can trace the data to create unknown
fault lines.
Technology & Engineering –
 Concepts – Design and create poster board
consisting of the data, map, graphs and
reporter’s corner.
 Goal / Objectives – Students will use the
items needed and construct a final project
displaying all of the necessary information.
 Standards Careers – seismologists, Earth scientists,
technicians, telecommunications, civil
CC. 2103STEAM EducationLesson Brief
Reading and Technology: Students will
continue to read, research, and create
their career portfolios. Students will also
present their understanding of career
pathways to the 4th graders during
STEAM Career Day, March 16th.
CC. 2103STEAM EducationLesson Brief
engineering, computer science, physics,
geologist, geological engineering, geophysics,
news reporter, journalists, data scientist, data
analyst, statistician, actuary Project – Design a
poster displaying the data, calculations, map,
graphs, and reporter’s corner.
 Assessment – students will check the
rubric to make sure all components are
included on their poster.
 Extension – The students will create a
power point or prezi embedding a live
taping of their reporter’s corner
presentation. Students will map out
earthquake locations on a 3D model of the
Earth.
Math –
 Concepts – Operations and Algebraic
Expressions, Numbers in Base Ten/Place
Value, Data, Measurement
 Goal / Objectives
 Standards
5.NBT.3 Read, write, and compare decimals to
thousandths
5.NBT.4 Use place value understanding to round
decimals to any place.
5.NBT.7 Add, subtract, multiply, and divide
decimals to hundredths, using concrete models or
drawings and strategies based on place value,
properties of operations, and/or the relationship
between addition and subtraction; relate the
strategy to a written method and explain the
reasoning used.
CCGPS. 5.G.2 REPRESENT AND INTERPRET
DATA
Represent real world and mathematical problems
by graphing points in the first quadrant of the
coordinate plane, and interpret coordinate values
of points in the context of the situation.
MCC6.SP.4.Display numerical data in plots on a
number line, including dot plots, histograms, and
box plots.
MCC6.SP.5. Summarize numerical data sets in
relation to their context, such as by:
c. Giving quantitative measures of center (median
and/or mean) and variability
(interquartile range and/or mean absolute
deviation), as well as describing any overall
pattern and any striking deviations from the
overall pattern with reference to the context in
which the data were gathered.
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Careers – electricians, plant operator,
power distributors, line installers,
mechanics, electrical engineering,
audio/video technicians, alarm/home
security, mathematician
Project –Students will determine the mean,
median, mode and range of the data
collected. Students will create a line graph
of the dates of the earthquakes found.
Students will create a bar graph from the
various earthquake categories.
Assessment – Check the question/ answer
relationship prior to completing the quiz
board.
Extension –Rigor of questions being
asked.
ELA –
 Concepts –informational text and
conventions of standard English
 Goal / Objectives
Standards – ELACC5RI5:
Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or
information in two or more texts.
. ELACC5RI9:
Integrate information from several texts on the
same topic in order to write or speak about the
subject knowledgeably.
ELACC5W2:
Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general
observation and focus, and group related
CC. 2103STEAM EducationLesson Brief
Social Studies: Students will demonstrate
their knowledge of maps by locating
places impacted by earthquakes around
the world.
information logically; include formatting (e.g.,
headings), illustrations, and multimedia when
useful
to aiding comprehension.
b. Develop the topic with facts, definitions,
concrete details, quotations, or other information
and examples related to the topic.
c. Link ideas within and across categories of
information using words, phrases, and clauses
d. Use precise language and domain specific
vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section
related to the information or explanation
presented.
 5L2 – Demonstrate command of the
conventions of Standard English,
capitalization, punctuation, spelling, and
writing.
 Careers – Reporter, Journalist
 Project – Students will create questions
and answers using their knowledge based
on the informational text. Students will
proof their questions and answers
according to standards of English.
 Assessment – Teachers will read and
correct questions/answers as needed.
 Extension – Students will share their
outcomes with their parents, peers, and
other students in various grades.
Reading and Technology
Reading Career Portfolio Standards for Georgia
(5th Grade Mandatory Project)
Art: Animation
Career Portfolio
As part of the project, the 5th grade students will
research, create a PowerPoint, and present their
desirable career.
Standards: Common Core Anchor Standards
Reading
R.CCR.1
Read closely to determine what the text says
explicitly and to make logical inferences from it;
CC. 2103STEAM EducationLesson Brief
cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text
R.CCR.2
Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas
R.CCR.4
Interpret words and phrases as they are used in a
text, including determining technical,
connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone
R.CCR.6
Assess how point of view or purpose shapes the
content and style of a text
R.CCR.10
Read and comprehend complex literary and
informational texts independently and proficiently
Writing
W.CCR.2
Write informative/explanatory texts to examine
and convey complex ideas and information
clearly and accurately through the effective
selection, organization, and analysis of content
W.CCR.4
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience
W.CCR.5
Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach
W.CCR.8
Gather relevant information from multiple print
and digital sources, assess the cred
Overview/Concept/Project:
Students will complete a Career Portfolio using
the Gacollege411 website and/or other electronic
and non-electronic resources. Using
Gacollege411, students will investigate a career
interest, determine the training required for the
career, describe the kinds of work involved in the
career, and indicate potential job/salary/growth of
the career. To complete this segment of the
Music: Listening and Evaluating
CC. 2103STEAM EducationLesson Brief
Portfolio, students will write an informational
essay based on the career they have chosen.
Note: Teachers with access to career information
system websites may use these programs to
complete this unit.
Duration: This project will be worked on weekly
for the entire year with the Technology Teacher,
Counselor, and 5th grade team.
Extension:
PowerPoints will be done on their own personal
careers and submitted to their middle school
teachers. These career portfolios with be a part of
their career paths and will be used until
graduation.
Social Studies –
 Concepts – Mapping the points from
Earthquake data
 Goal / Objectives
 Standards:
MAP AND GLOBE SKILLS
GOAL: The student will use maps to retrieve
social studies information.
7. use a map to explain impact of geography on
historical and current events
8. draw conclusions and make generalizations
based on information from maps
12. compare maps with data sets (charts, tables,
graphs) and /or readings to draw conclusions and
make generalizations


CC. 2103STEAM EducationLesson Brief
Careers – seismologists, Earth scientists,
technicians, telecommunications, civil
engineering, computer science, physics,
geologist, geological engineering,
geophysics, news reporter, journalists, data
scientist, data analyst, statistician, actuary
Project –Students will locate earthquake
locations on map of the Earth. Students
will generalize the relationship between
the earthquakes found and fault lines.


Assessment – Check the locations plotted.
Extension –Rigor of questions being
asked. Give a basic map and have students
try to draw fault lines based off of their
findings.
Art

PE: “Identifying Mean, Median, and
Mode”
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CC. 2103STEAM EducationLesson Brief
Concepts – animation, flip book
Goal / Objectives – Students will create a
flip book showing the movement of the
plates of the Earth’s surface.
Standards VIS.5.VA5AR.3.a: Uses art terms with
emphasis on the elements of art: line,
shape, form, color, space, value, texture.
VIS.5.VA5AR.3.b: Uses art terms with
emphasis on the principles of design:
balance, proportion, rhythm, emphasis,
unity, contrast.
VIS.5.VA5C.1.a: Makes interdisciplinary
connections applying art skills, knowledge,
and ideas to improve understanding in
other disciplines.
VIS.5.VA5PR.1.b: Makes design decisions
as the result of conscious, thoughtful
planning and choices.
VA5PR2. Understands and applies media,
techniques and processes of 2D art
processes (drawing).
VA5MC.3 Selects and uses subject matter,
symbols and ideas to communicate
meaning.
Careers – Fine Artist, Game Designer
Project – Students will view and discuss
animation exemplars. Students will use
their sketchbook to plan a series of images
that will show the movement of the plates
of the earth’s surface. Students will redraw
these images on pages to be combined in a
flip book.
Assessment –
Stan
dard
s
Exceed
s (4)
Meets
(3)
Does
not
meet
(2)
Inc
om
plet
e
(1)
VIS.5
.VA5
PR.1.
b
The
flip
book is
highly
functio
nal and
shows
an
excelle
nt
depicti
on of
the
movem
ent of
the
plates
of the
Earth’s
surface
.
The
flipboo
k is
functio
nal and
depicts
the
movem
ent of
the
plates
of the
Earth’s
surface
.
The
flipboo
k is
only
somew
hat
functio
nal.
The
flip
boo
k is
unfi
nish
ed
or
non
fun
ctio
nal.
VA5P
R2.
VA5
MC.3

Extension – Students could create an
additional flipbook depicting another force
of the Earth’s surface such as an
earthquake or a volcano. Students could
explore another project of animation such
as a zoetrope or heliotrope.
Music
Concepts – Earthquakes
* Goal / Objectives – Students will reinforce their
Earthquake knowledge with the Earthquakes
Song.
CC. 2103STEAM EducationLesson Brief
Standards –
MU:Cr1.1.5b Generate musical ideas (such as
rhythms, melodies, and accompaniment patterns)
within specific related tonalities, meters, and
simple chord changes.
MU:Cr2.1.5a Demonstrate selected and developed
musical ideas for improvisations, arrangements, or
compositions to express intent, and explain
connection to purpose and context.
MU:Pr4.1.5a Demonstrate and explain how the
selection of music to perform is influenced by
personal interest, knowledge, and context, as well
as their personal and others’ technical skill.
* Careers – Musicologists, musicians, and
composers *
Project – Students will learn the song Earthquake
Song to help solidify what they are learning in
their unit.
https://www.youtube.com/watch?v=MRzzlJ4acU
M
* Assessment – Students will be informally
assessed on their singing performance of
Earthquake Song.
* Extension – Students can add appropriate
instruments to accompany the Earthquake Song.
PE –
Basic Concepts –Students will be able to identify
the mean, median, and mode in order to record
data and compare statistics.
Goal / Objectives – Students will participate in an
activity and monitor their progress by recording
the mean, median, and mode of a ball activity.
CC. 2103STEAM EducationLesson Brief
Standards –
PE5.3 Participates regularly in physical activity.
E5.5 Exhibits responsible personal and social
behavior that respects self and others in physical
settings.
Careers – Physical Education Teacher,
Statistician for professional sports events
Project – Students will work as a team to support
several super 70 balls on a stretched out parachute.
Reenacting the rumblings of an earthquake, the
students will shake the parachute causing the balls
to roll around. Once the balls have been rolled, a
student will be assigned to record the following
information into a chart. Students will be asked to
toss the balls off the parachute and try to get a
number of times the balls were caught. This will
continue for several opportunities. The students
will review the data collected and by using
problem solving techniques, identify the mean,
median, and mode of the actual times the students
tossed the balls and the number of successful
catches were observed. All information will be
include in a table and as plot points on a graph.
Assessment – Checking for student understanding
of correctly identifying the mean, median, and
mode of how many balls could be flipped off the
parachute and caught successfully. Recording the
information correctly and plotting the points
correctly on a classroom graph.
Extension – Recording the points for baskets
missed and comparing this mean, median, and
mode to the original chart. Writing a comparison
piece or explaining to another student the
differences in scores and averages and the
strategies used for identifying the information. .
CC. 2103STEAM EducationLesson Brief
CC. 2103STEAM EducationLesson Brief
Resources:
http://earthquake.usgs.gov/learn/today/ Recorded earthquake data
http://www.gomath.com Interactive site with tutorials and quizzes for K-12 curriculum
http://earthquake.usgs.gov/learning/ U.S. Geological Survey
https://www.google.com/earth/ Locate any place on Earth.
http://nces.ed.gov/nceskids/createagraph/ Create a graph based off of your data.
Student:__________________
Teacher: _________________
5th Grade Spring
Science Project
Shakin’ It Up:
Earthquakes!
DUE: May 15,
2015
This Spring Project uses the skills of collecting data,
calculating central tendency (mean, mode, median, and range), and graphing to
explore earthquake magnitudes around the world. The earthquake magnitude data
used will be collected from the U.S. Geological Survey online and will be
displayed in a bar graph as well as in a line graph. Finally, for this project
students will communicate their research on an earthquake of their choosing in a
“Reporter’s Corner.”
Upon completion of this project, students should have developed a stronger
proficiency in collecting and analyzing data and in communicating scientific
data and ideas. In addition, students should possess a better understanding of
earthquakes as a destructive force.
Georgia Performance Standards:
S5CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific
explanations.
S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
b. Use graphs, diagrams, maps, and stories to represent corresponding features of objects, events, and
processes in the real world.
CC. 2103STEAM EducationLesson Brief
c. Identify patterns of change in things such as steady, repetitive, or irregular change using records, tables, or
graphs of measurements where appropriate.
d. Identify the biggest and smallest possible values of something.
S5CS5. Students will communicate scientific ideas and activities clearly.
c. Use numerical data in describing and comparing objects and events.
d. Locate scientific information in reference books, back issues of newspapers, and magazines, CD-ROMs, and
computer databases.
S5E1. Students will identify surface features of the Earth caused by constructive and destructive forces.
b. Identify and find examples of surface features caused by destructive processes like earthquakes.
M5D1. Students will analyze data.
c.
Determine and justify the mean, range, mode, and median of a set of data.
Material/resources

Computers with Internet access

Earthquake Magnitudes Record

Richter Magnitude scale

Student Calculation Page to show all work

Math textbook

2 Sheets of Graph Paper for charts

Markers, Crayons, or Colored Pencils
 Display materials
Pre-Activities (Teacher)
1. Review central tendency - mean, mode, median, and
range.
2. Review procedures for preparing charts.
3. Lead students in demonstration of central tendency calculations and charting
using MOCK earthquake magnitude data.
Student Activity (Student with Parent Supervision)
1. On the enclosed Earthquake Magnitudes Record, record data for 20 earthquakes
in history that occurred on different dates of your birth month.
these steps:
CC. 2103STEAM EducationLesson Brief
Follow
a. Go to http://earthquake.usgs.gov/learn/today/
Or scan QR code to directly take you to the site.
b. Click on “Today in Earthquake History”.
c. Scroll to the bottom of the page - select your birth month and any
number day.
d. Explore this feature by selecting different days in your birth month
to see the earthquakes that occurred.
e. Select 20 earthquakes that occurred in history on different dates of
your birth month.
f. Record
each
earthquake’s
location,
date,
and
magnitude
on
your
Earthquake Magnitudes Record.
2. Use your data to determine the mean, mode, median, and range of your
earthquakes’ magnitudes.
calculation page.
Show all of your work neatly on the enclosed
Record your answers on your Earthquake Magnitudes Record.
3. Create 2 charts:
1st Earthquakes are classified into categories ranging from minor to
great, depending on their magnitude (strength). Create a horizontal
or vertical bar graph (in color) showing the number of your
earthquakes that fall into each of the seven (7) major Earthquake
Magnitude Classes using the enclosed Richter Magnitude Scale.
2nd Create a line graph (in color) showing the magnitudes of your
earthquakes in order by day (not year) over the course of your birth
month.
CC. 2103STEAM EducationLesson Brief
4. Choose one of your 20 earthquakes and create a “Reporter’s Corner.”
the earthquake using the USGS site and other sources.
Research
Then write the story
of the earthquake as if you were an on-location reporter for a major
newspaper.
Use your own words to report on what caused the earthquake and
what damages, if any, it caused.
very nicely and neatly drawn).
Include one or two pictures (printed or
Be sure to include captions as all newspapers
do.
5. Plot all 20 locations on the map provided.
6. Display your data, calculations, graphs, map, and “Reporter’s Corner” neatly
and attractively on a poster board.
7. NO TRIFOLD DISPLAY BOARDS
8. Check over the included Rubric to
self-assess your own work and to be
sure
that
your
project
exceeds the standards.
CC. 2103STEAM EducationLesson Brief
meets
or
Assessment
Self-Assessment/Self-Checking
The student will check their calculations with a calculator or by providing
their calculations to an adult family member for checking. This is for checking
only – detailed work must be shown on the calculations page. The student will
also provide his/her graphs to an adult for checking. Students may bring
completed work to the teacher for last draft checking.
Final Assessment
The teacher, using the attached rubric, will evaluate the student’s performance
in:

Accuracy of collected data

Accuracy and neatness of calculations

Accuracy, neatness, and correct labeling of charts

Accuracy of locations plotted within map

Completeness, accuracy, and creativity of “Reporter’s Corner”
Related Websites
http://www.gomath.com
Interactive site with tutorials and quizzes for K-12
curriculum
http://earthquake.usgs.gov/learning/
U.S. Geological Survey
Enclosed Documents
Richter Magnitude Scale
Earthquake Magnitudes Record
Calculation page to show all work
Project Rubric
Map
CC. 2103STEAM EducationLesson Brief
Richter
Classification
Magnitude
Less than 2.0 Micro
2.0-2.9
Effects
Micro-earthquakes, not felt.
Generally not felt, but recorded.
Minor
3.0-3.9
Often felt, but rarely causes damage.
Light
Noticeable shaking of indoor items,
rattling noises. Significant damage
unlikely.
5.0-5.9
Moderate
Can cause major damage to poorly
constructed buildings over small
regions. At most slight damage to
well-designed buildings.
6.0-6.9
Strong
Can be destructive in areas up to
about 100 miles(160 km) across in
populated areas.
7.0-7.9
Major
4.0-4.9
Can cause serious damage over
larger areas.
Can cause serious damage in areas
several hundred miles across.
8.0-8.9
Great
9.0-9.9
CC. 2103STEAM EducationLesson Brief
Devastating in areas several
thousand miles(1000
miles=1609kms) across.
10.0+
Never recorded
Richter
Magnitude
Scale
Use this scale to classify each of your twenty earthquakes into one of the seven
(7) classifications shown here. Use this table by tallying how many of each
classification you recorded from your data. Then use the tally marks to create
your
bar graph depicting how many of your earthquakes fall into each of the
7 classifications.
CC. 2103STEAM EducationLesson Brief
MEAN
MODE
MEDIAN
RANGE
Calculations
CC. 2103STEAM EducationLesson Brief
Project Rubric
Spring Semester
CATEGORY
4
3
2
1
Data Collection
All data was
collected
appropriately
and is all
accurate.
All data was collected Some of the data
appropriately and is
was collected
appropriately
mostly accurate.
and/or some of
the data is
accurate.
Few of the data
was collected
appropriately
and accurately.
Calculations
All calculations
are completely
and neatly
shown and are
accurate.
All calculations are
completely and
neatly shown and are
mostly accurate.
Some of the
calculations are
shown and/or
some of the
calculations are
accurate.
Few of the
calculations are
shown and
accurate.
Maps &
Diagrams
Maps & Graphs
are accurate,
labeled, titled,
neat, and in
color.
Maps & Graphs are
mostly accurate,
labeled, titled, neat,
and in color.
Some of the
maps and graphs
are accurate,
labeled, titled,
neat, and in
color.
Little of the maps
and graphs are
accurate, labeled,
titled, neat, and
in color.
"Reporter's
Corner"
Article is written
in student's own
words and
creatively
provides
complete and
accurate
information on
the cause and
effect of the
earthquake.
Article is creatively
written in student's
own words and
provides mostly
complete and
accurate information
on the cause and
effect of the
earthquake.
Article is written
with some
creativity in
student's own
words and
provides some
complete and
accurate
information of
the cause and
effect of the
earthquake.
Article is written
with in student's
own words and
provides little
complete and
accurate
information of
the cause and
effect of the
earthquake.
CC. 2103STEAM EducationLesson Brief
CC. 2103STEAM EducationLesson Brief