Written By: Marsha Daniel
Science: 7th & 8th Grade
Tolleston Middle School
IS THE MILLER SECTION OF GARY A SAFE LOCATION
FOR THE GARY COMMUNITY SCHOOL CORPORATION BUILD A NEW SCHOOL?
Recently the Gary Community School Corporation and its Board was approached by a group of teachers, students, and
parents concerning the need for a new school for Emerson Visual & Performing Arts. They informed that Board that the
school was one-hundred years old and in need of major repair. The students and parents had the building assessed to see
if it the building was safe. The school board decided to close the school permanently on June 6. 2008.
The School Board and the community met to decide where the school should be built. At the next meeting the Board
proposed to relocate the school in a school presently located in Miller and then in one year build a new school in the Miller
Section of Gary. One of the parents reminded the board of the recent earthquake that occurred in Indiana on April 18, 2008.
He stated that it was the worst earthquake in Indiana’s history. The parent was very informative. He also informed the
board of a recent earthquake in China that destroyed 7,000 classrooms and over 10,000 children lost their lives. An expert
also reported that a larger earthquake would sure happen in Indiana. The parents were concerned that their children would
be in school at the time of this major natural disaster. They presented the board with a petition signed by over 500 parents,
requesting that the school not be built on ground composed of unconsolidated sediment (beach sand) as it is in Miller.
The Corporation had several community forums on where to build a new Visual and Performing Arts School.
A radical new proposal was suggested by the board to drill down to the underlying bedrock and build in Miller. The
Corporation is concerned with spending the money for this project because of funding being significantly reduced. The
board voiced that their engineers reported that the building that they would be building would be structurally sound and able
to withstand a major earthquake with a magnitude of at least “7”. The board also reassured the parents that such an
earthquake would not occur in Gary, Indiana, because Gary was not on a major fault zone.
The Board discussed all of the parents and students concerns. They stated the safety of the students is a major concern of
the corporation. They concluded by saying that the parents do have some legitimate concerns that would need further
study. They asked the students several questions regarding earthquakes in Indiana, they questioned them as to their
understanding of Indiana Geology (sediment), and their opinion as to what kind of structure would stand due to
earthquakes. The students were unable to answer these questions. The Supervisor of Grounds for the Corporation
suggested that the students be involved in providing the board with the necessary research in order for them to make a
decision. This would be an excellent learning experience. The students were asked to prepare a report, a presentation,
together with a proposal to be presented at the next board meeting for further action.
Written By: Marsha Daniel
Over the next four weeks, you will complete the preliminary studies/research, making notes on notecards as you go. Use
your notecards to write down questions that come up as you go. Based on your findings prepare a report and a proposal to
the board stating the type of structure that you recommend that they build and where it should be built. Should the school
be built in Miller Beach on in another location where there is bedrock instead of loose sediment? Provide support for the
structure that would withstand a major earthquake. State and support your proposal on where to build the new school.
Written By: Marsha Daniel
Over the next four weeks, you will study four topics. For each of the topics there will be one or more lessons/activities that
will prepare you to complete the entire task. As you complete the lessons, check off the lessons completed on your check-
off sheet. When your group has completed the lessons for your topics, please refer to the task (problem statement) on the
Topic One: Plate Tectonics
Activity: Snack Tectonics
Step 1: Earth Structure and Plates
Step 2: Plate Movement and Boundaries
Step 3: Where Earthquake occurs (globally & IN)
Topic Two: Seismic Waves
Activity: Human Wave (demonstrating P & S waves)
Step 1: Types of Energy released during an EQ
(Earthquake table-for demonstration)
(force, gravity, and friction)
Step 2: Types of Seismic Waves
(primary, secondary, surface)
(reading a seismograph)
Step 3: Locating the Epicenter
Topic Three: Earthquake Hazards & Engineering
Activity: Day the Earth Shook, Explore Structural Engineering
Step 1: What are Earthquake Hazards?
(UP Seis and Educational Site for Budding Seismologists)
Step 2: Earthquake Intensity & Hazards
(Compare Richter & Mercalli Scale)
Step 3: Lab Activity – Exploring Structural Engineering
Step 4: USGS “Did You Feel It?
Topic Four: Geology of Northwest Indiana
Activity: 1. Shake, Rattle and Roll: Studying the Effects of an Earthquake
2. Cupcake Core Sampling
3. Fenwick Island, Maryland and Beyond: Who Owns the Sand. Can we build on sand?
Step 1: Geology of Northwest Indiana
Step 2: Sedimentary Rock
(Law of Superposition)
Step 3: Relative Age of Rock
Student: Final Reflection Paper
Marsha Daniel Lesson 1
TIMELINE OF LESSONS
DATE TOPIC ACTIVITY RATION
MONDAY Plate Tectonics Overview of Plate Tectonic Power Student Understan
Point Presentation Earthquakes
TUESDAY Plate Tectonics Activity: Snack Tectonics Students Understa
WEDNESDAY Plate Tectonics Science Explorer Textbook (7) Students Understa
1. Earth’s Interior pg 262
2. Drifting Continents pg 274
3. The Theory of Plate
Tectonics pg. 288
THURSDAY Plate Tectonics Technology The Jules Verne Students Understa
Voyager website (Global) movement activate
FRIDAY Plate Tectonics *Technology USGS Students Understa
the area but Earthq
Earthquake website for occur
*Review and Reinforce The
Theory of Plate Tectonic-
Understanding Main Idea
Workbook pg 42-46
Marsha Daniel Lesson 2
TIMELINE OF LESSONS
DATE TOPIC ACTIVITY RATIONALE
MONDAY Seismic Waves Overview of Earthquakes Students Understand even
and Seismic Waves Power though they are not sitting
Point Presentation. on a fault zone they could
still be effected by Waves
TUESDAY Seismic Waves Science Explorer Textbook Students Understand even
(7) though they are not sitting
on a fault zone they could
*Earthquakes and Seismic still be effected by Waves
Chap 9-Waves pg. 307-313 Traveling.
*Monitoring EQ pg 317-321
WEDNESDAY Seismic Waves *Pass out handout on Students Understand how
Seismic waves locate Earthquakes
Waves for Discussion
*Activity: Human Wave
demonstrating the P and S
THURSDAY Seismic Waves Technology Seismic Reading Students Understand
Seismograph USGS difference between travel
Albuquerque Seismological times of waves
FRIDAY Seismic Waves Students Understand
difference between travel
Insert Data on pre- times of waves
sheet to measure S & P
*Review & Reinforce
Marsha Daniel Lesson 3
TIMELINE OF LESSONS
DATE TOPIC ACTIVITY RATIONALE
MONDAY Earthquake Hazards & Overview of Earthquake Students Understand the
Engineering Hazards & Engineering. magnitude of Earthquakes,
Power Point Presentation. hazards and building
TUESDAY Earthquake Hazards & Technology Integration. EQ Students Understand the
Engineering hazard in the Heart of the magnitude of Earthquakes,
Homeland. .Students will hazards and building
print article for reading and engineering.
class discussion. Is
Northwest Indiana at risk of
WEDNESDAY Earthquake Hazards & Science Explorer Textbook: Students Understand the
Engineering (7) magnitude of Earthquakes,
hazards and building
*Measuring Earthquakes engineering.
Chap 9: pg 310-313
*Use handouts on overhead
projector to view
on the Richter & Marcalli
Magnitude Scale &
THURSDAY Earthquake Hazards & Activity: Day the Earth Students Understand the
Engineering Shook. To explore structural magnitude of Earthquakes,
engineering through design hazards and building
models made in class. engineering.
FRIDAY Earthquake Hazards & Above activity for 2 class Student Understands the
Engineering periods. magnitude of Earthquakes,
hazards and building
Marsha Daniel Lesson 4
TIMELINE OF LESSONS
DATE TOPIC ACTIVITY RATIONALE
MONDAY Geology of Northwest Overview of the Geology of Student Understanding the
Indiana Northwest Indiana. Power substrate of Indiana and
Point Presentation. what would happen if it is
shaken by an Earthquake
TUESDAY Geology of Northwest Technology Integration: Students Understand how
Indiana *Indiana Geological Survey: and why bedrock geology
fits in Indiana.
Tectonic features of Indiana
*Observe an animation
showing the formation of
WEDNESDAY Geology of Northwest Science Explorer Textbook Students understand how
Indiana (7) sedimentary, igneous, and
metamorphic rocks are
Chap 11-Sedimentary Rocks formed.
Science Explorer Textbook
Chap 7-The Relative Age of
THURSDAY Geology of Northwest Activity: Shake, Rattle and Student Understanding the
Indiana Roll: Studying the Effects of substrate of Indiana and
an Earthquake what would happen if it is
shaken by an Earthquake
FRIDAY Geology of Northwest Fenwick Island, Maryland Student Understanding the
Indiana and Beyond: Who Owns the substrate of Indiana and
Sand. Can we build on sand? what would happen if you
build a school on sand.
Agenda for Power Up for Science Assessment Workshops
October 9 Session
Compare and contrast evaluation and assessment
Compare and contrast accountability, summative, and formative assessment
Validity and reliability issues
Make explicit learning goals for PBS unit
Determine performance criteria
Develop a scoring rubric
October 23 Session
Explain formative assessment in science classrooms
Describe informal and formal formative assessment
Present examples formative assessment strategies and how they’re used
Identify intervals in PBS units where formative assessment is appropriate
Brainstorm appropriate FA strategies for PBS units
Workshop time for developing FA strategies
November 6 Session
Review formative assessment purposes and forms
Present more formative assessment strategies
Workshop time for embedding FA in PBS units
POWER UP FOR SCIENCE
PROBLEM-BASED SCIENCE ASSESSMENT PLAN
Title of Unit: Earthquakes
Problem Statement: Does the Gary Community School Corporation need to change the location of
Task: Over the next four weeks, complete the preliminary studies/research, making notes as you go Use
notecards about the various questions that come up as you go. Based on your findings prepare a report
and a proposal to the board stating the type of structure that you recommend and where it should be
built in Miller Beach or on bedrock. Provide support for the structure that would wi6thstand a major
earthquake. State and support your proposal on where to build the new school.
Topic Learning Goals
Plate Tectonics Students should know that the solid outer layer of the earth is made of separate
sections called plates. Should know that any place where plates meet is called a
plate boundary. They should know how plates move and where the boundaries are
found. Students should know terms.
Seismic Waves Students will learn about the four types of seismic waves, their characteristics and
effects. Students should be able to predict the level of damage each wave might
cause. Students should know terms.
Earthquake hazards Students will learn that magnitude, distance to epicenter, and rock types are the
key factors that influence the amount of shaking going on.
Students will compare two major earthquakes: Students will gather data and
compare the 1906 San Francisco & 1989 Loma Prieta Earthquakes.
Students will make model building structures using different materials that
withstand an earthquake of various magnitudes. Students should know terms.
Geology of Indiana Students should understand substrate layer and how deep bedrock is. Understand
level of sediment and what would happen if shaken by an earthquake. They should
know that rock types influence the amount of shaking due to an earthquake.
Students should determine the factors that cause liquefaction. Students should
How learning goals will be made explicit to students?
Learning goals will be made explicit to students as follows:
1. Introductory power point presentations for each lesson.
2. Discuss concepts and standards associated with lesson.
3. Use of textbook for reading and understanding.
4. Terminology provided to students for each lesson.
5. Use of activities to reinforce and support each lesson.
6. Use of computer technology
7. Computer simulations.
8. Online resources.
9. Use of compare and contrast (Venn Diagram)
Creating a Rubric
List the criteria for the performance task. Criteria should be as closely tied to learning goals as possible.
Using various activities and research sources the students will research earthquakes, describe plate tectonics,
and how different types of seismic waves effect earthquakes. Students will also research how magnitude,
distance to the epicenter and rock type will determine the amount of shaking that occurs during an earthquake.
Students must design a model building using different materials to be presented to educate the community and
convince the school board how different types of sediment, as well as materials used for the building is
important when making the decision as to where to build a new school. Students will work in groups to create
the project. Students will be filling out notecards to record their information. Students will be required to
present their research in the form of a proposal to the school board. The students must also explain their
proposal based on their findings. Students my use posters or power points as a part of their presentation.
What will count as evidence for exemplary performance?
*All Proficient Criteria Met
Will students be allowed to self-assess or peer assess before submitting their final task?
Students will be able to peer assess before submitting their final task.
How will a grade be determined?
A grade will be determined based on formative assessments, summative assessment, and presentation to board.
How will feedback be given to students about their performance?
Feedback will be given to students after formative assessments, when they complete each task, and final grade
will also be used as feedback.
How will the summative assessment outcomes be used to direct future revisions/enhancements to your PBS
unit? Depending on the outcomes, I will use more enrichment exercises or use additional resources to reinforce
Reflect and critique your summative assessment plans.
Does the summative assessment task capture all of the important knowledge and skills you want the students to
How will you know what or how much your students have learned?
My students will journal, during the lessons I will have each student journal what they have learned. Short
assessments will also be given. They will be oral and written. I plan to use games to also assess their
How will you monitor students’ learning progress during the unit?
By student’s journaling and being able to write in their own words what they have learned through prompts
given to them. Also by using a sit down test on the content up to a certain point. The test will be used to identify
Student___________________________ Class__________ Score______________
Analytic Rubric Framework: PBL Unit: Earthquakes
4 3 2 1
Defining the Student states the Student used relevant Student used some Student show no
problem problem clearly and information and relevant attempt or does not
identifies underlying adequately defines the information but did identify the problem.
issues. All relevant problem. not define problem
information used to adequately.
solve the problem.
Developing a Student used a clear Student used an Attempted to solve Student does not
Plan to Solve the and concise strategy adequate plan, content the problem. No develop a strategy to
Problem to solve the problem. knowledge appropriate plan lead to an solve the problem.
Content knowledge with minor errors. answer. Used no
is used correctly. content.
Collecting and Student collects Student collects Student collects Student collects no
Analyzing information from adequate information inadequate viable information.
Information multiple sources and and adequately information
analyzes the explains answer, but necessary to
information and leaves out details. perform
answered the explanation.
Interpreting Student provides a Student provides an Student provides an Student does not
Findings and logical interpretation adequate interpretation inadequate interpret the finding
Solving the of the findings and of the findings and interpretation of the or reach a
Problem clearly solves the solves the problem, findings and does conclusion.
problem, offering but fails to provide not come to a
alternative solutions. alternatives. logical solution to
Communication Student uses Student uses language, Student uses little Student does not
language, graphs, graphs, diagrams, or no language, use adequate
diagrams, and/or and/or charts graphs, diagrams, language, graphs,
charts appropriately. appropriately, but may and/or charts, but diagrams, and/or
Solution is present in have some errors. contain several charts. There are
a clear and concise Solution is presented errors, unclear, several errors,
manner so the reader so reader can follow steps are missing or unclear, nearly all
can follow the most of the steps in out of order. the steps are
solution. the solution. missing, unclear.
Holistic Rubric Framework
Score Performance Description
POWER UP FOR SCIENCE
EMBEDDING FORMATIVE ASSESSMENT IN PROBLEM-BASE LEARNING
Teacher Teacher instructional
Elicits Students respond with
recognizes and decisions
Students’ conceptions at a given
point in time responds with
Current feedback Students
Conceptions take action
Instructional Strategies Useful for Formative Assessment Purposes
background knowledge probe think-pair-share
models and concept maps peer and self-assessment
figure with writing prompt minute paper/exit card
predict-observe-explain journal prompts
KWL chart whole class (Socratic) questioning
T-chart small group dialogue
cognitive rehearsal graphic organizer
Venn diagram word map
flow chart RERUN (Recall, Explain, Results, Uncertainties, New things learned)
Formative Assessment Considerations
At what points during PBL does embedding formative assessment seem most reasonable/logical? Identify
places in your unit where you can embed meaningful formative assessment strategies.
I think that formative assessments should be given after the introduction and discussion of the content for each
lesson and after each activity.
What formative assessment strategies would be most useful at each point you identified above?
Journal prompts, background knowledge probe, Venn diagrams, and peer assessment.
How do you intend to provide students with feedback about their learning progress?
After each formative assessment and during class depending on what we are doing, I will give immediate
feedback to help guide them in the right direction and keep them focused on the task of the problem statement.
How will you enhance or revise you unit in light of formative assessment outcomes?
Depending on the outcomes of the formative assessments I will enhance or revise my unit for clarity or level of
Devise a plan to help students metacognitively reflect on the problem statement at the end of each topic.
My plan to help students metacognitively reflect on the problem statement at the end of each topic is as follows:
1. Have each student purchase a binder for the unit,
2. Introduce the unit and the individual lessons. Provide each student with a copy of the problem statement
that will remain in the front of the binder at all times for review.
3. Give each student a pre-test before each lesson, an assessment during each lesson and at the end of the
4. As we advance to the next lesson develop a connection between the new lesson and the one they have
5. During the lesson I will ask students in their own words what the lesson is about and apply it to their
6. Students will be put in small groups to compare the similarities and differences between the problem
they are working on and other problems that they have solved. They will be asked to explain why they
said what they said.
7. After all the lessons are presented have the student’s put in their journal how they plan to solve the
8. At strategic points during the lesson, I plan to review and test to see if the students have obtained
9. I plan to do enrichment activities for each lesson.
10. In the journal students will reflect on the problem and their solution to see if it makes sense.
11. After teacher feedback, students will write in their journals how they might solve the problem
12. Allow student’s to do peer-assessments on each other.
13. The student that is being assessed will write in his/her journal whether or not they agree with their
14. My last step is to provide feedback.
4 3 2 1
Defining the Student states the
problem problem clearly and
issues using objectives
for plate tectonics.
Embedding Formative Assessment in Problem-based Learning-Unit: Earthquakes
Place in unit to embed Useful/Appropriate Formative How feedback will be given to How instructional plans will be
formative assessment Strategy students revised based on outcomes
Plate Tectonics Beginning: background knowledge *Pretest-discuss content that was Revise the activities and lessons
probe missed. to have students engage in the
After Intro: Venn Diagram (compare *Show correct Venn Diagram on problem-solving process and
& contrast plates) overhead projector make the lecturing as brief as
Journal prompt *Whole class: Teacher-student possible.
End: RERUN conferences
Beginning: background knowledge *Pretest-discuss content that was Encourage more peer-to-peer
Seismic Waves probe missed. assessment and interaction.
After Intro: Venn Diagram (compare *Show correct Venn Diagram on
& seismic waves) overhead projector Create student initiative to
Journal prompt *Whole class: Teacher-student learn, and support the learning
End: RERUN conferences process.
Beginning: background knowledge *Pretest-discuss content that was
Earthquake Hazards & probe missed. Provide resource and tools to
Engineering Small group dialogue *Whole class: Teacher-student support students’ learning using
Journal prompt conferences the web, vides, or short lecture.
End: RERUN *Use number code to provide
students with comments. If students are still not
understanding, I will develop a
Geology of Northwest Indiana Beginning: background knowledge *Pretest-discuss content that was series of mini-lectures.
Predict-observe-explain *Whole class: Teacher-student
Peer and self-assessment conferences
Journal prompt *Use number code to provide
student with comments.
Power Up Assessment Session #3 Pre-reflection
At the last session we learned about embedding assessment into PBL. I felt overwhelmed and
not sure that I understood how to formulate an assessment or rubric.
Power Up Assessment Session #3 Post-reflection
After the presentation I was not as reluctant to continue. My understanding became much
clearer. I was able to complete my assessment plan and answer some of the questions on
creating a rubric and critiquing my summative assessment plan. I found this to be a lot of work,
which required a lot of time outside of the two hours at IUN. I am almost finished. This was a
challenge that I do not regret. There is nothing wrong with using your mind because it is a
terrible thing to waste. Thanks for the challenge. I feel a sense of accomplishment. I appreciate
you for doing such a great job on teaching on assessments. Overall this experience was a
learning experience and something I will keep.