LOS ANGELES UNIFIED SCHOOL DISTRICT

"Standards-Based Instruction Model"*

Subject/Course Science Grade Level 4 Standard #(s) 28 Standard(s) (What students should be able to do) Make observations of weather, seasons, the sky, and physical features of the earth; describe how some events in nature have patterns, sequences, and relationships. (Earth Science)

District Elementary Course of Study (Concepts) or Secondary Guidelines for Instruction (Instructional Unit) Earth Science

Developed by Charles Pallos School Queen Anne Place Cluster # 11 Phone (213) 939-7322
 

CULMINATING TASK/ASSIGNMENT 

What will the individual student produce to demonstrate achievement of the standard(s)? 

Begin the task with a verb.

 ASSESSMENT 

What criteria will be used to evaluate/score student work/performance of the culminating task? 

The statement of the product to be scored is followed by a verb.
Create a three-dimensional project that demonstrates the effects of a simulated earthquake on a given student-built structure. The project will include an oral presentation that describes the patterns, sequences, and relationships that are observed when earthquakes occur. The project and oral presentation: 

4: Demonstrate accurately and clearly the patterns, sequences, and relationships that earthquakes exhibit; describe in detail the effects of earthquakes on the physical features of earth and human-made structures.  

3: Demonstrate patterns, sequences, and relationships that earthquakes exhibit, but with minor mistakes; describe the effects of earthquakes on the physical features of earth and human-made structures, but may be unclear in parts. 

2: Demonstrate only a few patterns, sequences, and relationships that earthquakes exhibit; describe a few if any effects of earthquakes on the physical features of earth and human-made structures. 

1: Show no patterns, sequences, or relationships that are exhibited by earthquakes; describe no effects of earthquakes on the physical features of earth and human-made structures.
 
INSTRUCTIONAL ACTIVITIES / TIME 

What learning activities will the student be involved in to acquire content knowledge and skills to achieve the standard? Consider alternative strategies and modifications to promote equal access for all learners. 

How much time will be required for the student to complete each of the activities? 

Begin each learning activity with a verb describing what the student is to do.

 RESOURCES 

What materials, textbooks, supplies, documents, etc., will support the student doing each instructional activity?
  • Collect data in a survey that shows what students know about earthquakes and what they and their families have done to prepare for them. Chart and discuss survey data. (30 min) 
  • Investigate the inside of the earth using an apple as a model. The skin of the apple will represent the earth’s crust, the fruit area the earth’s mantle, and the core will represent the core of the earth. Discuss and record observations in journals. (50 min)
  • Discuss crustal plates and their movements. Using world crustal plate maps, outline and label the Pacific and North American plates. (50 min)
  • Demonstrate, using cardboard box models, how crustal plate movement causes earthquakes. Discuss faults, epicenters, and waves of energy. Using world maps, observe and discuss earthquake zones. View numerous videos on earthquakes and topics related to earth science. (2 hours)
  • Collect materials for building culminating task project. Test project after hypothesizing results. Record results and report event to class. (Approximately one week to complete culminating task project)
  • Identify patterns, sequences, and relationships that result when earthquakes occur. Photograph or videotape testing procedures. 
  • Select significant results from lessons, photos, and research from display board. Study collection of student materials on display board.
  • Compare three-dimensional student built products with identification of results, patterns, sequences, and relationships that occur due to earthquakes.
  • Draw conclusions from discussions, observations, and experiences. (Some students work independently. Others work in teams.)
  • Recommend applications to personal safety and family safety in case of an earthquake at home, at school, or away from home.
 Project Quake: A Teacher’s Resource Guide LAUSD Office of Instruction, 1991. 

Discover the Wonder: 

Scott Foresman. 

GEMS Stories in Stone. 

Internet, videos, reference library, newspapers, color copies from reference books, photographs, Cal Tech graphs, and personal experiences.
 

*Model developed, refined, and field-tested by Task Force on Standards-Based Instruction ã 1997, Los Angeles Unified School District