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Day 6 |
Standard |
ELD: Write increasingly concise summaries of texts and experiences using complete sentences and keywords (e.g., from notes or graphic organizers). Science: NGSS HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. English: SL.9-10.1: Speaking and Listening, Comprehension and Collaboration: Initiate and participate effectively in a range of collaborative discussions. Math: F-LE-4.3 Understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values |
ELD: Explain ideas, phenomena, processes, and relationships within based on close reading of grade‐appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and a range of general academic and domain‐specific words. Science: NGSS: HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. English: RI.9-10.6 - Reading Informational Text: Craft and Structure - Determine an author’s purpose in a text and analyze how an author uses rhetoric to advance that purpose. Math: S-ID-1 Summarize, represent, and interpret data on a single count or measurement variable |
ELD: Contribute to group, and partner discussion, sustaining conversations on a variety of age and grade appropriate academic topics by asking and answering relevant, on-topic questions, providing additional, relevant information, and paraphrasing key ideas. Science: NGSS: HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. English: SL.9-10.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g. textual, graphic, audio, visual, and interactive elements) in presentations to enhance understandings of findings, reasonings, and evidence and to add interest. Math: S-ID-1 Summarize, represent, and interpret data on a single count or measurement variable |
ELD: Contribute to group, and partner discussion, sustaining conversations on a variety of age and grade appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas. Science: NGSS: HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. English: SL.9-10.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g. textual, graphic, audio, visual, and interactive elements) in presentations to enhance understandings of findings, reasonings, and evidence and to add interest. Math: S-ID-1 Summarize, represent, and interpret data on a single count or measurement variable |
ELD: Contribute to class discussion, sustaining conversations on a variety of age and grade appropriate academic topics by asking and answering relevant, on-topic questions, providing additional, relevant information, and paraphrasing key ideas. Science: NGSS: HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. English: SL.9-10.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (eg textual, graphic, audio, visual, and interactive elements) in presentations to enhance understandings of findings, reasonings, and evidence and to add interest. Math: S-ID-1 Summarize, represent, and interpret data on a single count or measurement variable |
ELD: Write increasingly concise summaries of texts and experiences using complete sentences and keywords (e.g., from notes or graphic organizers). English: W.9-10.4: Production and Distribution of Writing -- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
Objective |
English: Students will be able to discuss the impact of earthquakes by watching and responding to three YouTube videos of earthquakes. Science: Students will be able to write a paragraph about earthquakes using a minimum of four vocabulary terms by using the Frayer model to learn academic language applicable to earthquakes. Math: Students will be able to simplify a log’s numeric expressions to approximate values by completing the word problem and answering comprehension questions |
Students will be able to analyze the information in “Human Impact article” and determine its credibility as a text by completing the graphic organizer and the CRAP Test. |
Students will be able to demonstrate understanding of a PSA and the dangers of an earthquake by writing a storyboard and script for the PSA and conducting research to include in the project. |
Students will be able to build off their previous work and develop- including revisions- their story board and scripts for the PSA. |
Students will be able to demonstrate their ability to contribute to class conversations by reviewing their peers’ PSA videos and identifying strengths and areas for improvement. |
Students will be able to demonstrate empathy based on their understanding of the impact of earthquakes on humanity by writing letters to include in the homemade disaster kits. |
Assessment |
Science: Exit ticket (use 4 vocab words to describe what happens during an earthquake). English: Journals (Students respond with personal reaction to the 3 videos) Math: Comprehension Quiz as groups finish word problem |
Complete the C.R.A.P. test. Complete the jigsaw graphic organizer (check for completion) |
Exit slip: What have you completed so far in the process and what still needs to be done (for PSA)? |
Turn in Storyboard and Script. |
Complete PSAs. Praise and Progress: Write two things that another did really well and one thing that could be improved |
There will be no assessments as students will be assembling a disaster kit. |
Student Activities |
Science: Students will learn vocabulary using the Frayer Model. Students will use this vocabulary to write a paragraph about earthquakes that includes a minimum of four new vocabulary terms. English: Students will watch three short Youtube videos and write a reflective response to the videos. They will then share their responses and discuss the impact of earthquakes on people in groups. (Think, Pair, Share) Math: Students will solve a Word Problem to determine the relationship between various earthquake magnitudes. Handout Disaster Kit letter for parents. |
Students will dissect the article using the jigsaw method. Students will first be placed in groups by section, and will then meet with different sections and share their knowledge. |
Research information to include in PSA about earthquakes. Write storyboard and script with their groups. |
Finish groups storyboard and script. Record the PSA, Each student will complete a group assessment and self reflection form. |
Write letters for Disaster Kits Students will assemble Service Kits. Students will have a choice to which charity they want to send the kit to. |