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Daily Lesson Plan

Day: November 15, 2012 Objectives: Cooperative Learning TSW identify natural disasters and the causes of them. (DOK 1) TSW formulate a design in teams for the best way to build a structure that will withstand an Earthquake. (DOK 3) TSW construct a tower with materials to withstand a simulated Earthquake. (DOK 4) Materials Paper Pens/Pencils Lecture Notes 200 toothpicks 200 miniature marshmallows Jell-O prepared in glass baking dish Paper towels Activity Assessment (5x) Opening (Set) Good morning students today we will be learning about natural disasters that happen in our region of the world and in other regions of the world. We will be doing an activity where you all will build a tower or house in groups to withstand a simulated earthquake. The team who builds the best structure will be granted with 10 extra bonus points for this units test. Learning Tasks (Procedures) At the beginning of class I will take role as the students come in to their appointed groups. There will be 5 groups with 4 in each group. After role we will begin lecture on natural disasters and their effects around the world. (10 minutes) o Earthquakes result of a sudden release of energy in the Earths crust that creates seismic waves. Caused mostly by slippage in geological faults. A fault is a fracture in a volume of rock. o Volcanic Eruptions - the effects include the volcanic eruption itself that may cause harm following the explosion of the volcano or the fall of rock. Secondly, lava may be produced during the eruption of a volcano. As it leaves the volcano, the lava destroys many buildings and plants it encounters. o Tsunami is a series of water waves caused by the displacement of a large volume of water, typically an ocean or a large lake. Can be caused by Earthquakes and

Landslides. Landslides occur when the stability of a slope changes from a stable to an unstable condition. A change in the stability of a slope can be caused by a number of factors, acting together or alone. o Blizzards - are severe winter storms characterized by heavy snow and strong winds. o Cyclonic Storms - is an area of closed, circular fluid motion rotating in the same direction as the Earth. This is usually characterized by inward spiraling winds that rotate counterclockwise in the Northern Hemisphere and clockwise in the Southern Hemisphere of the Earth. Most large-scale cyclonic circulations are centered on areas of low atmospheric pressure. o Tornadoes - is a dangerous, rotating column of air that is in contact with both the surface of the earth and a cumulonimbus cloud or, in rare cases, the base of a cumulus cloud. Cumulus clouds are a type of low-level cloud that can have noticeable vertical development and clearly defined edges. o Wildfires - are large fires which often start in wild land areas. Common causes include lightning and drought, but wildfires may be started by human negligence or arson. Now I will pass out the materials for todays activity and allow the students to work with their groups to produce a structure for 25 minutes. After the 25 minutes I will place each structure on the Jell-O and simulate an earthquake to see how well each structure stacks up. Finally, I will grade each group on their participation and work and pronounce the team who earned the 10 extra points.

Closure Good job on every groups structure that was built today. I hope you all enjoyed doing this activity and working with your fellow classmates. I could tell that this activity was successful in helping build community skills and peer-learning. Remember that todays lesson was not only about Natural disasters, but how people work together to prepare and plan for them. This activity was designed for the team and not meant to be an individual effort. Selenas group is todays winner and I hope you all have a great day!

Activity Assessment
CRITERIA Survival 4
Students created a well balanced structure that survived the test without any failure.

3
Students created a structure that fared well with the test, but the structure was leaning heavily to one side. Students worked well together, but were horse playing more than they should have been.

2
Students created a structure that barely survived the test with at least 50% damage done to the structure.

1
Students structure failed miserably and did not survive the test.

Team Functionality

Students worked diligently with their members and helped with building the structure without any problems. The students finished their structure in plenty of time and in a well thought out design.

Students were disruptive to other teams and were constantly forcing me to get onto them.

Students were not working together and were arguing with one another, so that nothing got finished.

Time and Planning

The students finished their structure in time, but the design was unorthodox.

The students were a little late with their structures completion and the design was tacky.

The students did not finish in the time allotted and the structures design was pitiful at best.

Resource Efficiency

The students used the resources effectively and efficiently and even had some of the materials left over.

The students used the resources effectively, but wasted some of the resources.

The students werent effective or efficient in their use of resources and had to borrow from other teams to finish.

The students were unable to use their resources correctly and had to start over.

Total Score: _________________

Works Cited
National Geographic Society. 1996-2012. http://environment.nationalgeographic.com/environment/natural-disasters/