This document outlines a 6-week unit plan using Edmodo for a 6th grade Earth Science class project on earthquakes. Students will be divided into news reporting groups to research different earthquake-related topics like causes, study, locations, and preparedness. They will use Edmodo for collaborative work and to post questions and findings. Groups will create presentations and students will assume professional roles like scientists or reporters. The goal is for students to explain earthquakes and preparedness. Formative assessments include group discussions and quizzes. A summative assessment rubric will evaluate final newscast presentations. Accommodations are provided for different learners. The unit aligns to California earth science and technology standards.

1. Touro University, Gibbs
Web Quests and Edmodo as a Collaborative Learning Tool
Teacher Name: Mary Myers
Project Title: Quake Rattle and Roll in Shakeville
Project Subject(s): Earth Science
Grade Level(s): 6
Goals & Objectives: The students will be able to explain what causes earthquakes,
where they occur and what people can do to protect themselves
if they live in an earthquake zone.
Emerging Trend: Edmodo as a collaborative learning tool.
Essential Question: What are earthquakes and why do they happen?
Scaffolding Questions: 1. What causes earthquakes to happen?
2. How do scientists study earthquakes?
3. Where do earthquakes happen?
4. What have been some significant earthquakes in
history?
5. What can people do to prepare themselves for an
earthquake?
Approximate Length of Unit (days, weeks)
6 weeks
Unit Summary and Sequence of Events – give daily details:
Quake Rattle and Roll in Shakeville
This is a research web quest that uses Edmodo in the classroom.
This plan is based on having about 45 minutes per day, 3-4 days a week plus out of class
time for research. It can be modified and days combined depending on different needs.
Days 1-2:
1. Introduce project by showing a clip of a news team reporting on a recent
earthquake. http://www.youtube.com/watch?v=Ly_AXQjFgz0&feature=related
2. Hand out copies of the project and discuss with class. Either assign students to
groups or have them select their own groups.
3. Allow time for students to discuss the different jobs and which roles they would
like to assume.
4. Students will write out and hand in a description what final format they want to
use to present project and who will do each role.
5. Explain where and when the research will take place: home or class time
depending on situation.
6. On Edmodo, create the “Newscast Groups” and “Professional Groups” and
“invite” the students to join both their groups.
Days 3-4:
1. Have students meet with others who are doing the same role from other groups,
their “Professional Groups”. Their job is to come up with a list of questions that

2. Touro University, Gibbs
they will need to answer in the role they have chosen. Have some questions ready
to help each group get started or brainstorm as a class about what questions they
had about earthquakes after watching the newscast.
2. As a group they should develop about 4-6 questions that cannot have yes or no
answers. This will form the basis of their research so be sure to check questions
before starting research.
3. Students will compile list of questions to be researched and post on Edmodo for
teacher review. In the following weeks, students will individually add information
to these questions, which they will then “store” in their backpack on Edmodo.
*Depending on the students, it is sometimes necessary to add to the research
questions.
Weeks 2-3:
1. Students will work in their “Professional Groups” to discover and share sources of
information. These sources should be added to the Professional Group site as well
as individual backpacks.
2. Students should post weekly updates on the information they are gathering as well
as any new questions, revisions or help they may need. Class time can be used to
continue research, share ideas or work on individual presentations as needed.
3. At the end of this time, students should start to plan out the content of their
presentation. They should start developing a paper outline, or storyboard of the
different sections of their report. This should include factual information as well
as photographs, drawings, diagrams, etc.
4. At the end of this phase, each group should identify the most important and
relevant knowledge that they have learned. They should develop a quiz (about 10
questions) that they will give to members in the other groups after they have
“taught” it to them. The quiz and the answers should be submitted to the teacher
via Edmodo by posting in their “professional group” page only.
Weeks 4-5:
1. During this week, students will return to their “Newscast Groups” and start
combining their information into the final presentation. They will need to decide
the order of presentation and the logistics of planning and finishing the project.
2. PowerPoint presentations: PowerPoint presentations should be completed using
one project rather than trying to combine multiple, individual PowerPoints into
one presentation. Students should have a storyboard of their slides as well as a
written script to accompany their project.
3. Newscast Video: Students should have a storyboard of their part as well as a
written script to accompany their project. Videos can be filmed separately and
then combined using Flip Share, iMovie or other software.
4. Students should “rehearse” a minimum of 5 times (thereby teaching each other the
information). A pre-quiz can be given at this point using the student generated
questions as well as any added by teacher. If more information is required, all
group members should participate in the research.
5. Projects should be posted on Edmodo. Review before sharing with the class!!!

3. Touro University, Gibbs
Week 6: Show Time!!! (And final test if desired.)
Each group should present their final product. If you want, provide a peer review
form/rubric and have students evaluate the other groups projects. Another idea is to have
students provide feedback on the class page on Edmodo. Parents can also access this site
to see what their student has created.
Accommodations for Differentiated Instruction
Learning Challenged Students will be working in groups to find information. Pair up
Student: with partner.
Provide specific questions and appropriate links to help student
find necessary information
Gifted Student: Students can extend their learning by
 creating an “interview” with a resident who experienced
the earthquake .
 Actually creating an earthquake survival kit.
 Other extend activity created by student.
ELD Student: ELD students should be paired with another student who is more
fluent and they can work together.
IDENTIFY STANDARDS – Select two or three standards from each
category and copy/paste them into this document
Specific CA Content Standards:
Plate Tectonics and Earth's Structure
1. Plate tectonics explains important features of the Earth's surface and major
geologic events.
As the basis for understanding this concept, students know:
a. the fit of the continents, location of earthquakes, volcanoes, and mid-ocean ridges, and
the distribution of fossils, rock types, and ancient climatic zones provide evidence for
plate tectonics.
b. the solid Earth is layered with cold, brittle lithosphere; hot, convecting mantle; and
dense, metallic core.
c. lithospheric plates that are the size of continents and oceans move at rates of
centimeters per year in response to movements in the mantle.
d. earthquakes are sudden motions along breaks in the crust called faults, and
volcanoes/fissures are locations where magma reaches the surface.
e. major geologic events, such as earthquakes, volcanic eruptions, and mountain building
result from plate motions.
f. how to explain major features of California geology in terms of plate tectonics

4. Touro University, Gibbs
(including mountains, faults, volcanoes).
g. how to determine the epicenter of an earthquake and that the effects of an earthquake
vary with its size, distance from the epicenter, local geology, and the type of construction
involved.
Specific ISTE Tech Standards for Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that
advance student learning, creativity, and innovation in both face-to-face and virtual environments.
Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using
digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and
thinking, planning, and creative processes
d. model collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary
tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes
identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their
individual curiosities and become active participants in setting their own educational goals, managing their own
learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning
styles, working strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments
aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and
digital society.
Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools
and resources to support student success and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers
using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information resources to support research and learning
Specific ISTE Tech Standards for Students:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology.
Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.

5. Touro University, Gibbs
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others.
Students:
a. interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a
variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources.
Students:
a. identify and define authentic problems and significant questions for
investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Students:
b. exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.

6. Touro University, Gibbs
Formative Assessment Plans (Checking for Understanding)

7. Touro University, Gibbs
Summative Assessment (Paste rubric or create with table tools)
REFERENCES – List websites, books, magazines, and other resources
used to collect content information for this unit
You may link to Delicious or online portal