Group+Mini+Lesson

Group Mini Lesson

TCH 347 Social Studies Methods

A Simplified Example:

** Group Microteaching Lesson Plan **

** Aligned with PASS Lesson Model and Integrated with Technology **


 * 1. Lesson Info **


 * Members: ** Ashley Moffett, Catherine Murray, Megan Wollett, Christopher Brode. Shayne Whitten


 * Coordinator: ** All

**Lesson Topic:** Earthquakes and its Recent Effects

**Subject Area:** Current Affairs

**Grade Level:** 5-6

**Time:** One week


 * 2. Pennsylvania Standards: **


 * 7.2.3.B: ** Identify the basic physical processes that affect the physical characteristics

of **places** and **regions.**

**7.4.5.A:** Describe and explain the effects of the **physical systems** on people

within **regions.**


 * 3. NCSS Standards **

People, Places, and Environment

Science, Technology, and Society

Global Connections

Civic Ideals and Practices


 * 4. Essential Questions **

How have recent earthquakes affected the people and regions around the world? Where have these earthquakes occurred? In past history, how many major earthquakes have affected certain areas? How can we help those affected by earthquakes?


 * 5. Learning Objectives **

Students will be able to discuss current events.

Students will be able to define and match earthquake terms.

Students will be able to locate earthquake locations using a map.

Students will be able to compare two earthquakes from history by completing a simple writing assignment.

Students will be able to summarize the effects of earthquakes and tell how they affect landscape, local economy and global economy.

Students will be able to create a service learning project and raise money for areas affected by earthquakes.


 * 6. Concepts and Vocabulary: ** earthquake, Richter scale, seismic waves, crust, regions


 * 7. Materials: ** websites: videos, __After the Earthquake__ by William McCay, map, Smart Board

-- []

[]

-- [|Images Earthquake Rocks Haiti]

[]

[]

[]

[]


 * 8. Instruction Activity **


 * Day One: Introduction to Current Affairs and Earthquakes **

Warm Up Activity:

-Share current events (both in print and online)

-Share article about the earthquake in Turkey

-- []

Intro to Earthquakes:

-What is an earthquake?

--the result of a sudden release of energy in the Earth’s crust that creates seismic waves

--- [|Images Earthquake Rocks Haiti]

[]

-Vocab: seismic waves, Richter scale, crust

Have the students explore the USGS website. Focus on the cool facts and photos from earthquakes. []

-Where do earthquakes occur?

--USGS website that can locate/track earthquakes happening currently

--- []


 * // Engaging learner with technology //** (See above for technology)


 * Day Two: Geography of Earthquakes ** 

Ask students:

- Where do earthquakes happen around the world? What countries are most often affected by earthquakes?

__ Engaging method __ - have students conduct research on the Internet to find out where the most recent earthquakes have happened. Students will be split into pairs and asked to find 4 recent earthquakes that have happened within the past year. They will need to find the earthquakes date, location, and magnitude. Once they have found their 4 earthquakes they will come up to the board and locate the earthquakes on a large map, using stickers or dry-erase markers. If students are done early and want to research and label how far their earthquake stretched they can label this with yarn. Once everyone is done, as a class we will look at the map for clusters and see what counties suffer most often from earthquakes.

**//Teaching content with technology//**

Students will be able to locate countries that have been affected by earthquakes using a map or Smart Board.

Gateway: []

[]


 * Day Three: History of Earthquakes **

// Introduction activity // - Although earthquakes have been very common throughout history, they have affected people very differently throughout time. Ask:

1. From what we have learned in the past few days, where are some places that see frequent earthquakes? (//Turkey, Japan, California, etc.//)

2. Why does it seem that earthquakes tend to hit the same cities and states many times? (//Certain cities, states, or countries often lie near active fault zones//)

// Student Reaction Activity // - Although earthquakes tend to strike in the same locations throughout history, the effects of the earthquake can be very different each time. Ask:

1. What things might cause the outcome to be different when earthquakes happen in different time periods?

2. How might new technology affect the damage from modern earthquakes?

// Writing Activity // - Students will view the pictures on the wiki website showing the comparison between two pictures. Both photos are of earthquake damage in San Francisco, CA. The only difference between the two photos is the time in which the earthquake occurred. Students will write on the following prompt in their writing journals.

-http://34704f11chrisb.wikispaces.com/Comparing Earthquakes

// - // As we have learned, earthquakes have struck the same areas many times throughout history. Compare and contrast the two scenes of San Francisco earthquakes. How has the damage caused by earthquakes changed through time? What developments in technology have led to this result? Use the two pictures to help you as you write.


 * Day Four How earthquakes affect people ** 

Read, __After the Earthquake__, Chapters 2-5.

Split the class into four groups, each group would be responsible for researching a different aspect of the effects of earthquakes. Students would research how they affect the local economy, landscape of the area, the lives of the people and the global economy. Present a brief (2-5 minute presentation to the class)

Discuss Earthquake Preparedness. Watch video on YouTube. []

Students can use and explore this website below to design a readiness plan.

[]

Have students create an earthquake preparedness plan. Using poster board, power point, or newsletter students will create a plan in case an earthquake is to occur. Where do you go? What do you do? How can you predict one may happen? After the students have prepared their plans we will hold an earthquake drill so the students can practice.


 * Day Five: Service learning project ** 

A school 'penny war" with the classrooms competing against each other.

Jars are placed outside of each classroom at the start of the day and end of the day, with someone monitoring of course.

For every penny added to the jar a classroom would receive one point.

Every nickel, dime, quarter, added and the class lost points according to the value of the coin.

A dollar in the jar and the class lost 100 points.

Kids are allowed to place coins and dollars in any jar they want, so they could make a classroom with the most points that day lose points by placing everything but pennies in the jar.

Points are posted every day and the money collected in the office at the end of the day.

Student helpers wrap pennies, nickels, dimes and so forth.

At the end of the nine week period, the class with the most points wins a popcorn/movie party.

Easy way to raise money for the school, with no cash outlay.

Last year, after the Tsunami in Japan, Crestview Elementary School in Carlisle did this exact project and raised over $2,700.00 in one marking period.


 * 9. Assessment **

Current Events Day one: Students will be awarded points for their current events.

20 Points Total

_____-5 points for bringing in relevant current events

______-10 points for supplying a well-written summary

______-5 points if the student can connect their current event to a personal experience or another school subject

Students will be assessed by their participation and engagement in the activities. We will take anecdotal notes for this scoring.

Earthquake Preparedness Plan: Graded on a 30 point scale.

_____5 points-Creativity and Neatness

_____15 points- Includes preparation, where do you go, predictions

_____10 points- Plan includes a list of items to include in a preparedness kit

An extra 5 points will be added to assignment for students who go home and discuss their plan with family and bring their plan back signed.