Created by Al González
Chimacum, WA
Last updated on Tuesday, Jan 11, 2005

Intro || Task || Process || Resources || Evaluation
Here are our sample student websites.

Introduction: The strongest earthquake to hit our planet in the last 40 years caused a series of tsunamis that ravaged the coasts of India, Thailand and many Indonesian islands. The destruction and loss of life was so catastrophic that the whole world stood in shock at the sheer power of nature. Many are worried that this could happen again, somewhere else. Maybe at a coast near you.

Your Task: Your job is to report on what happened as a result of this particular tsunami. The question that you need to answer as a journalist is this, how can an earthquake cause a tsunami?Choose between creating a PowerPoint presentation, a tribute webpage or a written article to share your report.

Process:

Step 1:

First, begin by dividing the labor. In a team of two, one of you will research the cause of earthquakes while the other will research underwater disturbances and how they cause tsunamis (make sure you explain what a tsunami is). Then both of you will describe how the Asian Tsunami of 2004 ravaged the coasts of many Indonesian islands, Thailand and India. Use the following resources to accomplish your task.

If you have three members in your team, one of you will research the causes of underwater earthquakes, one of you will research tsunamis and one of you will research what the Asian Tsunami of 2004 has done. Use the following resources to accomplish your task.

If you are on a team of four, then one of you will research the causes of earthquakes, one of you will research underwater disturbances and how they cause tsunamis (be sure to explain what a tsunami is), and the other two teammates will report on the Asian Tsunami of 2004 from at least two different sources (feel free to use more). Use the following resources to accomplish your task.

Step 2:
Next, use this sheet for taking notes the causes of earthquakes.

Use this sheet for taking notes on tsunamis.

Use this sheet for taking notes on what the Asian Tsunami of 2004 actually did.

Read about summarizing vs paraphrasing to help you take notes. (Use the Back button on the top left to return to this page.)

Step 3:
Once you are done taking notes, as a team decide on whether you will create a PowerPoint and present it to the class much like a news story, create a tribute webpage for the victims of the 2004 tsunami, or write a report where each member types or writes his or her own page (together you can work on the introduction and conclusion).

Step 4:
Storyboard your presentation, webpage or report. Here is a PowerPoint presentation on the purpose of Storyboarding. Here is a storyboard rubric with scoring guide so that you can do the best job possible. Remember, the better your storyboard, the better your final product.

Step 5:
Create your final product!

Resources:
Start here with the NY Times Feature on the Tsunami!

Mega-Tsunamis: Wave of Destruction

Earthquake Links
For earthquake information you can also use the Prentice Hall's Science Explorer's Earth Science textbook
(if you have the 2001 edition, go to page 144 in chapter 5, section 1).

New Tsunami Websites! One of my students found the following websites:
Tsunamis - Good site with great animations!
The Scientific Background of the Asian Tsunami
Tsunami - High level math and physics but some good vocabulary.

Evaluation:

Rubric: Use the following rubrics to score your final product. Here is a research rubric.

CATEGORY	Excellent 4	Good 3	Needs Improvement 2	Poor 1
Notes	Notes are recorded and organized in an extremely neat and orderly fashion.	Notes are recorded legibly and are somewhat organized.	Notes are recorded.	Notes are recorded only with peer/teacher assistance and reminders.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information is disorganized.

18 to 20 = Excellent researching, 14 to 17 = Good researching, 12 to 13  = Your research needs work, 11 or less = You need to redo your research

PowerPoint/Report Rubric
Website Rubric

SELF EVALUATION:
Answer the following questions:
    •How did you use your class time? Briefly describe your daily activities.
    •How did you work with your team?
        •Did you share information and responsibilities?
        •Describe how you broke up the responsibilities.
    •If you were to do this same project again, what would you do differently? What would make this a more meaningful activity for you?

Rate yourself on the following Teamwork Skills rubric.

CATEGORY	Excellent 4	Good 3	Needs Improvement 2	Poor 1
Contributions	Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.	Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!	Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.	Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Quality of Work	Provides work of the highest quality.	Provides high quality work.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality.	Provides work that usually needs to be checked/redone by others to ensure quality.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Monitors Group Effectiveness	Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.	Routinely monitors the effectiveness of the group and works to make the group more effective.	Occasionally monitors the effectiveness of the group and works to make the group more effective.	Rarely monitors the effectiveness of the group and does not work to make it more effective.

18 to 20 = Excellent team member, 14 to 17 = Good team member, 12 to 13  = You need to work on being a better team member, 11 or less = You are a poor team member