1. Find the Ground Shaking Evidence Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 6th Grade (Science) Designed by Allie Wood [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Ground shaking news! There was just an earthquake that was reported a few towns over from yours. Everyone felt the shake and there are clues that the earthquake left behind. It is your job to identify what went on and to explain the catastrophes that have occurred, helping the people around you to better understand.

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title There are several destructive paths that the earthquake left behind that you must be able to identify what caused it and be able to explain it. Make sure to bring your field notebook with you in order to record and illustrate your findings. Once you have gained an understanding it is your responsibility to write a short paper that you will be able to post around town. In the paper you need to explain to the towns people your findings in a simple way in which they can understand. Even giving a few examples that they can relate to would help (Hint: Use a slinky to help explain).

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]

5. Use these websites to help you with your information for your field notebook. http://earthquake.usgs.gov/learn/kids/eqscience.php http://earthquake.usgs.gov/learn/faq/?categoryID=1&faqID=96 http://www.thetech.org/exhibits/online/quakes/waves/p&s_waves.html http://library.thinkquest.org/16132/html/quakeinfo/effects.html Now that all of your information has been gathered write a short paper describing this material to the towns people. Use diagrams and drawling if necessary. Make sure to write the information in a way that the average person can understand. Use examples that they can understand (Hint: Use a slinky in describing the waves). Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The Process Cont.

6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Category Exemplary 20 Accomplished 15 Developing 10 Beginning 5 Score Required Elements The project was done by the student. Pertains to the time frame studied. Requirements are exceeded. Required elements are met. Some of the required elements are not included on the poster. Several required elements were missing. Use of Time Good use of time. Could tell student took time to ensure project was professional and attractive. Used time ok. Focused on getting the project done and not especially concerned about attractiveness of project. Could tell time was not used well. Project either looks hurried and unfinished or student claimed minimal time used. Did not take time to do the project with thought and concern. Content - Accuracy many details and facts are accurate and displayed on/in the project. accurate facts are displayed on/in project. Some facts are accurate others are not. Facts are not accurately displayed on/in the project. Mechanics/neatness The project is exceptionally neat. Capitalization and punctuation are correct throughout. There are 1-2 errors in capitalization or punctuation. Project could use some cleaning up. There are several errors in capitalization or punctuation. Project needs to be neater. There are more than 5 errors in capitalization or punctuation. Project was thrown together. Graphics - Originality Several of the graphics used on the project reflect an exceptional degree of student creativity in their creation and/or display. One or two of the graphics used on the poster reflect student creativity in their creation and/or display. The graphics are made by the student, but are based on the designs or ideas of others. No graphics made by the student are included.

7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After completing this lesson you should be able to identify what causes and earthquake and the different types of waves that are involved including what their destructive paths are. You should also be able to identify what makes the ground shake during an earthquake. Would you be able to tell if there was an earthquake under you? Where are earthquakes most likely to happen? Can earthquakes be predicted? Below are some more links to continue your education on the subject. http://www.spreekbeurten.info/earthquakes.html http://earthquake.usgs.gov/earthquakes/ http://earthquake.usgs.gov/regional/neic/

8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The WebQuest Page and The WebQuest Slideshare Group http://earthquake.usgs.gov/learn/kids/eqscience.php http://earthquake.usgs.gov/learn/faq/?categoryID=1&faqID=96 http://www.thetech.org/exhibits/online/quakes/waves/p&s_waves.html http://library.thinkquest.org/16132/html/quakeinfo/effects.html http://www.spreekbeurten.info/earthquakes.html http://earthquake.usgs.gov/earthquakes/ http://earthquake.usgs.gov/regional/neic/

9. Find the Ground Shaking Evidence(Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 6 th Grade (Science) Designed by Allie Wood [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This lesson has been developed in order to help students take control of their learning in a fun and creative way. It is designed to put them in the situation to get them more interested and personal with the topic. This lesson is designed to teach students about earthquakes. They will learn about the earthquake remains and what causes them along with other interesting information. It goes about it in a personal way in hopes that the child will take on the role that was given and take the project more personally and seriously.

11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This lesson is directed at grade level 6 science. It can also be used in other grades. It can also be used in language arts since there is a paper involved. Prior to beginning this lesson the learner will need to know a little bit about earthquakes. They should know or be familiar with s waves and p waves. Other than that they can easily pick up the information from the websites that have been posted to help.

15. Use these websites to help you with your information for your field notebook. http://earthquake.usgs.gov/learn/kids/eqscience.php http://earthquake.usgs.gov/learn/faq/?categoryID=1&faqID=96 http://www.thetech.org/exhibits/online/quakes/waves/p&s_waves.html http://library.thinkquest.org/16132/html/quakeinfo/effects.html Now that all of your information has been gathered write a short paper describing this material to the towns people. Use diagrams and drawling if necessary. Make sure to write the information in a way that the average person can understand. Use examples that they can understand (Hint: Use a slinky in describing the waves). [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion The Process (Teacher) Cont.

16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This lesson was organized in a way that not only the child gets to learn about earthquakes and science material, but at the end of the project they get to bring what they know from language arts in and write a paper. This project should be assigned after the topic of earthquakes has been covered in class. It can be assigned in one day with time in class the next few days for students to ask questions. The students should be allowed about two weeks time to complete the project. If the teacher is willing or has time, class time may also be granted to them to work on their projects. This project is single disciplinary. This lesson is easy enough for a novice teacher. All of the information that the teacher and students need is in the websites that are available in the webquest. The Process (Teacher) Cont.

17. Variations : There are many things that a teacher could do with this lesson. They could ask their students to look for different things about the earthquake and they could also ask their students to present their information in a different way than a paper; such as a poster or presentation. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion The Process (Teacher) Cont.

21. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The teacher will be able to tell if this lesson is carried out successfully by reading the student’s papers at the end. If the students seem to have a good understanding of the material the lesson was a success. The evaluations of the students will be exactly what they rubric states. What the students score in each of the categories is their evaluation. Evaluation Teacher Script Conclusion

22. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Category Exemplary 20 Accomplished 15 Developing 10 Beginning 5 Score Required Elements The project was done by the student. Pertains to the time frame studied. Requirements are exceeded. Required elements are met. Some of the required elements are not included on the poster. Several required elements were missing. Use of Time Good use of time. Could tell student took time to ensure project was professional and attractive. Used time ok. Focused on getting the project done and not especially concerned about attractiveness of project. Could tell time was not used well. Project either looks hurried and unfinished or student claimed minimal time used. Did not take time to do the project with thought and concern. Content - Accuracy many details and facts are accurate and displayed on/in the project. accurate facts are displayed on/in project. Some facts are accurate others are not. Facts are not accurately displayed on/in the project. Mechanics/neatness The project is exceptionally neat. Capitalization and punctuation are correct throughout. There are 1-2 errors in capitalization or punctuation. Project could use some cleaning up. There are several errors in capitalization or punctuation. Project needs to be neater. There are more than 5 errors in capitalization or punctuation. Project was thrown together. Graphics - Originality Several of the graphics used on the project reflect an exceptional degree of student creativity in their creation and/or display. One or two of the graphics used on the poster reflect student creativity in their creation and/or display. The graphics are made by the student, but are based on the designs or ideas of others. No graphics made by the student are included.

23. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Step by step directions for the facilitator: Title: Briefly introduce and outline the project , explaining to the students background and how it connects to what your are doing in class with them. Try to get them excited about the project; be enthusiastic. Introduction: Explain the situation and a brief description of what the student’s responsibility is. They students may ask you lots of questions saying they don’t understand. Tell them to wait until you finish explaining the entire project before asking questions; you will no doubt answer some of their questions in future slide. Task: This section should give the students a little more detail on the project. They will still have questions at this point; wait until you have gotten at least through the process slide to answer any questions. Evaluation Teacher Script Conclusion

24. Process: This should be where the facilitator spends most of the time explaining about the project. In this slide is when most of the student’s questions should be answered about what they have to do for the duration of the project. In this slide the entire project is explained in detail. Teacher Script (Teacher) Cont. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion

25. Evaluation: This slide tells the students what they are going to be graded on. Make sure to tell them that it is in their hands what grade they choose to get, since you are telling them exactly what they need to do to receive each grade. Conclusion: This slide tells the students what they should be able to do and comprehend once they are finished with this project. If they are not able to do so they have most likely not spent enough time on the project. Credits: This is where you show the students all of the web addresses that they are able to use during the project. Make sure to tell them that they are allowed to use these and only these websites, unless checking with you first. This page is linked to the Process segment off of the Teacher Page [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Teacher Script (Teacher)

26. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is a very good project to have 6 th grade science student’s go through. It helps teach the information in a fun and interesting way. That some students might find boring without. It can help students understand what is going on in the classroom because they get to participate and be evolved in their learning. Getting to do hands on activities on their own helps children take control of their learning. Evaluation Teacher Script Conclusion

27. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page http:// earthquake.usgs.gov/learn/kids/eqscience.php http://earthquake.usgs.gov/learn/faq/? categoryID=1&faqID=96 http:// www.thetech.org/exhibits/online/quakes/waves/p&s_waves.html http:// library.thinkquest.org/16132/html/quakeinfo/effects.html http:// www.spreekbeurten.info/earthquakes.html http://earthquake.usgs.gov/earthquakes / http://earthquake.usgs.gov/regional/neic / Images http://www.google.com/imgres?hl=en&gbv=2&biw=1366&bih=634&tbm=isch&tbnid=-RWvNxCJF-dQTM:&imgrefurl=http://thedisasterkits.com/earthquake-preparedness/&docid=2EHyab9H_XRpGM&imgurl=http:// thedisasterkits.com/wp-content/uploads/2011/05/earthquake-emergency-kits.jpg&w=400&h=291&ei=WZdFT-f0Nsnz0gG07YHrAw&zoom=1 The WebQuest Page and The WebQuest Slideshare Group Evaluation Teacher Script Conclusion