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. 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. 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” 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