Dear Parents or Guardians,

Students will be working on a research project called an Anchor Activity while studying the science module Catastrophic Events. All students will complete an individual research paper and a presentation on the research project by themselves or with a partner. They will need to decide on a topic, write a research report and present their research to the class. The Anchor Activity presentations will take place in February.

Questions that need to be addressed in this project include:

What, where, and how did the catastrophic event occur? What caused it?
What were some of the risks of this event?

~What happened during the event to affect human lives?

~What physical damage and environmental effects resulted from the event?

How did people respond to the event?
What have people learned from the event to reduce future risks? For example:

~How do people forecast future events like this one?

~How do people reduce or prevent future risks associated with event like this one?

~How do people use technology to reduce the risks associated with events like this one?

Some examples of possible topics include: The great Midwestern floods of 1996, Hurricane Andrew, Loma Prieta earthquake, eruption of Mt. Pinatubo, eruption of Mt. Vesuvius, Hurricane Mitch, Blizzard of 1978, Hurricane of 1938, Palm Sunday tornadoes of 1965.

Please review the guidelines and the time line. Websites and helpful links will be available on the media center website. Please sign and detach, and return the bottom portion of this letter by January 4, 2008. If you have any questions or comments, please feel free to call or email me.

Thank you,

Seventh grade science teachers:

Linda Grandchamp

Joyce Windrow / Kerri Silverman

Jennifer Pietros

We have read and reviewed the attached guidelines and time line for the Anchor Activity.

_________________________ _______________

Student signature Partner

_________________________

Parent/ Guardian Signature

Name ___________________________

Anchor Activity Presentations

Presentation Due in February

Scientists are often asked to provide information to the public. In doing so, they need to consider the message they want to communicate and the persons or groups that will use the information. Once they are clear about the message and the audience, they can decide on the best method of presenting the information. These are decisions you will also need to make while designing this presentation.

Audience – The community affected by this catastrophic event

Purpose –

1) To teach the community about the event, why it happened, and what the likeliness is that it will happen there again.

2) To help the community understand why there wasn’t more warning. Is there a way to predict it and if so how do scientists get the message out to the community?

3) And also to help them prepare better if the event should ever occur again.

Choosing the Type of Presentation: Once you have researched your particular catastrophic event, you will choose a method of presenting this information to your audience. Choose from the tic-tac- think chart on the next page.

Ideas to consider while designing your presentation:

· The type of presentation that will best suit your event

· Computer programs that have templates for presentations

· Artwork, diagrams, charts or drawings you can use or create

· The various talents you have

· What you will need from me on the day of the presentation.

Work together to produce the best presentation you can.

Lives could depend on it!

TIC-TAC-Think!

Use this format to choose a method to present your Anchor Activity topic. You must do the research paper in the center, but then choose any one of the other ideas surrounding it for your presentation. All research questions must be thoroughly answered in the presentation. Please get any other alternate ideas approved by me before starting.

Design an informational pamphlet or brochure. Make enough to pass out to the class and create an emergency kit.

Perform or videotape a newscast interviewing guest speakers (victims, emergency workers, scientists) and include props or images in the background.

Create a song or rap to perform or videotape and play in class.

Make a model of something used by scientists to help measure/predict/ or study these catastrophic events and include a poster to show how it works.

RESEARCH PAPER

Create a game board that we can play in class. Must clearly explain the rules to the class and demonstrate how to play.

Make a model or diorama of something related to your specific catastrophic event.

Design a Power Point presentation

Create a children’s picture book.

Make it big enough to do a story-time with the class.

Be creative and have fun, let’s see your talents!

Name _____________________________ Anchor Activity Time Line

Due Date	Done	Approved/Comment	Description of Task
1/11			Choose a topic. Include one or more paragraphs describing what specific catastrophic event you will research and what you will make or do in order to present this topic to the class. Example: Julie and I will research the risks of hurricanes using Hurricane Andrew as an example. We will role-play a town-meeting to describe and debate what was learned from this event and others like it.
1/16			Research should have begun: Read books, search the Internet, and visit the public library to learn as much as you can about the topic. Fill out graphic organizer as you answer questions. NOTIFY ME OF ANY PROBLEMS FINDING INFORMATION BY THIS POINT!
1/25			Turn in your graphic organizer with a rough bibliography – a list of resources you have used so far and still plan to use in your research (at least 3 sources which include world book, Internet and at least one non- internet resource). List books, magazines, newspapers, videotapes, Web sites, CD-ROMs, interviews, etc.
2/13			INDIVIDUAL RESEARCH PAPERS DUE
2/25			Describe the presentation roles. Describe what you and your partner will do for his or her part of the final presentation. Example: Julie will build a hurricane preparedness kit. She will role play a town citizen and discuss how being prepared helped her family after they lost electricity and water during the storm. I will prepare an informational brochure of pictures that show the personal and environmental damage caused by the hurricane. I will role play a scientist whose job is to collect data and educate the public on hurricane hazards and safety.
2/26			You should have worked on much of your final presentation, including props, products, graphs, or other objects to support your presentation. NOTIFY ME IF YOU NEED ANY SPECIAL EQUIPMENT/MATERIALS FOR YOUR PRESENTATION
2/27-2/28			Make your presentation (7-10 minutes)

Research Graphic Organizer

Text Box: A. When, where, and how did the catastrophic event occur? What caused it?

Text Box:

Resources(s):

1. _______________________________________________

_________________________________________________

2. _______________________________________________

_________________________________________________

Question(s):

Text Box: B. What were some of the risks of the event?
a. How did this event affect living things and the environment (plant life, animals)?
b. How did this event affect humans?
- loss of lives, injuries
-destruction of property (cost of damage $)

Answer(s):

Text Box:

Resource(s)

1. _______________________________________________

__________________________________________

2. _______________________________________________

__________________________________________

Question(s):

Text Box: C. How did people respond to this event when it happened?
- did they listen to warnings (if there were any), where did they go, what did they do during and after it?

Text Box:

Answer(s):

Resource(s)

1. _______________________________________________

__________________________________________

2. _______________________________________________

__________________________________________

Question(s):

Text Box: D. What have people learned to reduce future risks?
For example:
1. How do people forecast (predict) future events like this?
(If they can’t, why not?)
- What technology is used to help to understand and predict the event? (ex: satellites to track hurricanes).
- Explain briefly how this technology works.

Answer(s):

Resource(s)

1. _______________________________________________

__________________________________________

2. _______________________________________________

__________________________________________

Question(s):

Text Box: D. 2. How do people reduce or prevent risks associated with
events like this one?
-Who predicts it and how does the information get to the public?
-What can individuals in the community prepare themselves?

Answer(s):

Resource(s):

1. _______________________________________________

__________________________________________

2. _______________________________________________

__________________________________________

Question(s):

Text Box: D. 3. How has technology been used to reduce damage when the
event occurs? (ex. earthquake proof buildings, hurricane
barriers, etc…). Please describe specifics for these.

Answer(s):

Text Box:

Resource(s)

1. _______________________________________________

__________________________________________

2. _______________________________________________

__________________________________________

Catastrophic Events

Websites

General Catastrophic Events:

Catastrophic Events Student Site

www.stcms.si.edu/ce/ce.htm

Catastrophic Events: A Teachers Site with links

www.geocities.com/bethbrocato/catevents.htm

FEMA for Kids: The disaster area

www.fema.gov/kids/dizarea.htm

Hurricane and Natural Disasters Brochure

www.aoml.noaa.gov/general/lib/hurricbro.html

KidsClick!: Natural Disasters

http://sunsite.berkeley.edu/KidsClick!/midnatu.html

Emergency Preparedness and Response sites.

Center of Disease Control: Disasters

http://www.bt.cdc.gov/disasters/

Red Cross: Disaster Services

http://www.redcross.org/services/disaster/0,1082,0_319_,00.html

Hurricanes

http://www.thequest.state.la.us/resources/web/hotlist.htm

Images of Hurricanes

http://www.thequest.state.la.us/resources/web/scrapbook.html

Some Ideas for a Project: Tornado Super Outbreak, The Blizzard of 1978, Asian Tsunami, 1958 Lituya Bay, Mega Tsunami, Hurricane Katrina, Tri-State Tornado of 1925, Meteors, Avalanche, Mt. St. Helens, Thompson Flood, Hurricane Andrew, Hurricane Ivan, Hurricane Bob, 1964 Earthquake, Mt. Vesuvius, Mt. Pinatubo, Loma Prieta earthquake 1989.

Anchor Activity Scoring Rubrics

REPORTS: Writing to Inform - Written Communication Grade

	Score Point 4 Exceeds	Score Point 3 Meets	Score Point 2 Approaching	Score Point 1 Not at Standard	Score Point .5 Little evidence
Purpose	-Writer is extremely selective in presenting information, including relevant materials and excluding that which would clutter the report*.	-Focus clearly stated in the beginning and referenced throughout the piece. -Is appropriate to audience. -Clearly establishes background info.(context).	-States controlling idea (focus) but may not use it effectively to unify report. -Shows evidence of having a general rather than a focused purpose in presenting info. -Establishes sufficient context.	-Defines subject with a simple statement rather than a controlling idea or focus. -Conveys a lack of evident purpose. -May offer little context.	-May only state topic. -Rarely conveys writer's intent. -Stance is underdeveloped. -No context.
Organization	-May demonstrate an unusual pattern or framework in which to embed information.* -Introduction is compelling.	-Has a strong opening, well-developed body, and a strong AHA conclusion. -Uses effective transitions between ideas and paragraphs. -Has clear, consistent coherence and unity. -Written in a logical sequence.	-Generally uses a predictable pattern. -Has overall coherence; uses some transitions. -Clear beginning, middle and end; may provide considerable info.	-Usually shows an organized plan but may have digressions. -Has general coherence, stays on topic but may show weak transitions between ideas or paragraphs. -May have a lengthy opening and abrupt closure; may present random bits of information.	-Shows little or no evidence of purposeful organization. -May lack coherence; no transitions.
Voice/Tone	-Precise use of language conveys intent clearly and concisely. -Writer may reflect on the significance of the info. -Shows an exceptional awareness of the readers' concerns and needs*.	-Is appropriate and engaging to audience (May be formal/academic or informal voice.) -Sentence structure is varied. -Language is powerful, and word choice is precise.	-Stance is that of a person who has a desire to convey gathered information. -Sense of audience is vague.	-May be monotone. -Does not engage audience.	-Monotone -Inappropriate for reader.
Details/ Elaboration	-Successfully uses strategies not always thought of for reporting information-e.g.,personal anecdotes or dramatizations impart information in an entertaining way. *Meets all criteria listed in score point 3.	-Contains only relevant info supported with specific evidence. -Facts are accurate and supported by detail. -Provides depth of info. -Work is cited where appropriate.	-General info, not well supported by concrete examples. -some info may be irrelevant.	-Relies on general rather than specific details. May use irrelevant details, often presented in a list. -May rely on opinion rather than facts.	-Random, disconnected, and/or unfocused opinions with some scattered facts. -Presents very little info.

Concepts

4	3	2	1
The presentation displays exemplary coverage of the catastrophic event and related information as required by the guidelines. Research and references exceed the minimum requirements.	The presentation displays satisfactory coverage of the catastrophic event and related information as required by the guidelines. Research and references are sufficient.	The presentation displays incomplete coverage of the catastrophic event and related information as required by the guidelines. Research and references are insufficient.	The presentation displays limited coverage of the catastrophic event and related information as required by the guidelines. Few sources of information are evident.

Process

4	3	2	1
The presentation clearly, effectively and creatively displays the main ideas. Presentation is attractive and well organized. Exceptional posters, props or other visual aids support the presentation.	The presentation clearly and effectively displays the main ideas. Presentation is organized and is relatively attractive. Posters, props, or other visual aids support the presentation.	The presentation ineffectively communicates the main ideas. Presentation is lacking in organization and structure. Appearance of presentation is satisfactory. At least one visual aide supports the presentation.	The presentation ineffectively communicates the main ideas and lacks detail and structure. There appears to have been little effort to make the presentation attractive and organized. Visual appeal is below standard.

Oral Communication

4	3	2	1
The presenter clearly, effectively, and creatively communicates the required information in a style appropriate for the audience.	The presenter clearly and effectively communicates the required information in a style appropriate for the audience.	The presenter communicates some of the required information. Detail, organization and structure need improvement.	The presenter ineffectively communicates the required information. Presentation lacks considerable detail, organization and structure.