1. Environmental Impacts of Natural Events 4 th Grade MST (NYC) Inquiry Unit MST-NYC Inquiry Unit Overview Team # 4 Renee Alexander, Khrisy Cambos, Danny Guan, Sherry Hernandez, Eman Mizhar, & Jason Simmonds. CBSE 7204T – Advanced Study of Pedagogy and Curriculum in Childhood Education II Lecturer: Dr. O'Connor-Petruso Spring 2016

2. Table of Contents TitleSlide Rationale3 MST-NYC Inquiry Unit Overview4 Lesson 1: Tornados, Floods, Hurricanes, Volcanoes and Earthquakes…OH MY! 5 - 12 Lesson 2: Treacherous Tornadoes13 - 20 Lesson 3: Flood Events & Our Food Supply System20 - 29 Lesson 4: Hurricane Impacts30 - 36 Lesson 5: Ready-Set-Tech: When a Volcano Erupts!37 - 44 Lesson 6: Earth-Shake, Earthquakes45 - 58 References59-61

3. Rationale This unit is meant to increase children’s understanding of how natural events affect life on our planet. To accomplish this, students will explore the ways various natural events such as earthquakes, tornadoes, floods, the eruption of volcanoes, all have an impact on life around us in different ways. Students will also develop a range of specific science-related vocabulary as part of this MST inquiry unit of study.

4. MST-NYC Inquiry Unit Overview Lesson 1: Tornados, Floods, Hurricanes, Volcanoes and Earthquakes… OH MY! Lesson 2: Treacherous Tornadoes Lesson 3: Flood Events & Our Food Supply System Lesson 4: Hurricane Impacts Lesson 5: Ready-Set- Tech: When a Volcano Erupts! Lesson 6: Earth-Shake, Earthquakes Environmental Impacts of Natural Events

5. Tornadoes, Floods, Hurricanes, Volcanoes and Earthquakes…OH MY!! Lesson # 1

6. Bloom’s Taxonomy & G.M.I Bloom’s Taxonomy: Understand, Apply, Analyze and Create Gardner’s Multiple Intelligence(s):Verbal/Linguistic, Interpersonal and Visual/Spatia Children’s Literature: Exploring Natural Disasters by Stella Sands

7. Behavioral Objectives By the end of this lesson students will be able to: To identify Natural Events To understand key characteristics of a Natural Events To construct a KWL chart To assemble a storm data into a table from research about a particular natural event: a tornado, hurricane, flood, volcano, or earthquake.

8. Lesson Summary Motivational Activity Teacher will begin the activity by discussing weather with students. This will be a way to access their prior knowledge and gauge their thinking; the discussion will be very general about everyday weather sunny days, rainy days, windy days and so forth. Then the conversation will progress to more extreme weather: I will ask the students to think about serve storms such as tornadoes, floods, hurricanes, volcanoes and earthquakes. I will give these students about 3 minutes to think about this.

9. RATINGTarget “6-5” Satisfactory “4-3” Unsatisfactory “2-1” Behavioral Objective #1: To identify Natural Events Student has two or more higher order thinking question, statement and answer for the 4 natural events we will study as a group Student has one to two mid level question, statement, and answer for 3-2 natural events we will study as a group Student has one basic question, statement, and answer for 1 natural event we will study as a group Behavioral Objective #2: To understand key characteristics of a Natural Events Student has 2 to 3 in depth and developed question, statement or answer pertaining to the key characteristics for the 4 natural events we will study as a group Student has 1 to 2 in depth and developed question, statement or answer pertaining to the key characteristics for the 3-2 natural events we will study as a group Student has 0 to 1 in depth and developed question, statement or answer pertaining to the key characteristics for 1natural event we will study as a group Assessment

10. RATINGTarget “6-5” Satisfactory “4-3” Unsatisfactory “2-1” Behavioral Objective #3: To construct a KWL chart Student has all the information organized coherently in the graphic organizer, all information is displayed in the correct columns Student has mislabeled one or two pieces of information, these pieces are in the wrong column Student has mislabeled 3 or more pieces of information, this information is either in the wrong column or not existent Behavioral Objective #4: To assemble a storm data into a table from research about a particular natural event: a tornado, hurricane, flood, volcano, or earthquake. Student has collected all of the required information: the location (city or town) of the event, the date or year of the event, the force or strength of the natural event, and the name of the storm (if applicable). Student also has the mean, median, mode and range clearly labeled and organized. Student has 3 or more storms listed Student has collected most of the required information: the location (city or town) of the event, the date or year of the event, the force or strength of the natural event or the name of the storm (if applicable). Student also has the mean, median, mode and range on the table but not labeled. Student has 2 to 3 storms listed Student has two or more pieces of the information required: the location (city or town) of the event, the date or year of the event, the force or strength of the natural event, and the name of the storm (if applicable) missing or none existent. Student does not have mean, median, mode or range listed. Student has 1 or no storms listed Assessment

11. Sample of Student Work (Behavioral Objectives # 1-3) What I KnowWhat I Want to know What I Learned A natural event is created by extreme forces of nature How is the strength of an earthquake measured? Earthquakes are measured using the Richter Scale Tornadoes are a mix of high and low air pressures What was the most powerful earthquake to hit America? 1964 Great Alaska Earthquake, 9.2 on the Richter Scale Hurricanes are feed by water and are usually formed over large bodies of water. Why tornadoes are usually formed in the mid west? During the summer, the plains of Middle America get very hot (creating updrafts) and there are many thunderstorms. Tornadoes form during thunderstorms, when unstable hot air near the ground rises and meets the cooler air above in the thunder clouds. Earthquakes are caused when there is a shift of the earth tectonic plates What is the cost of damages of a natural disaster? In 2015, there were 10 weather and climate disaster events with losses exceeding $1 billion each across the United States. Hurricanes and tornadoes have namesWhy do hurricanes have names?Naming hurricanes started by an Australian meteorologist joke on the government. Then the same practice was adopted by marines who named these storms after ex girlfriends. Now hurricanes are named to easily keep track of them.

12. Sample of Student Work Behavioral Objective #4 Location (City, State)DateStrength (M) The Geysers, California5/12/163.8 M Yountville, California5/9/162.5 M Ridge Mark, California5/10/162.6 M Earthquakes That Rocked California between 5/9 to 5/12/16 MeanMedianModeRange 2.97 M2.5 Mnone1.3 M

13. Treacherous Tornadoes ! Lesson #2

14. Bloom’s Taxonomy & G.M.I Bloom’s Taxonomy- Evaluation, Synthesis, Analysis, Comprehension, Knowledge, Gardner’s Multiple Intelligence(s): Interpersonal, Visual-Spatial, Interpersonal, and Logical- Mathematical. Children’s Literature: Tornado! By Judy Fradin and Dennis Fradin

15. Behavioral Objectives To explain how a tornado is formed Comprehend the affects of tornadoes on living things. Identify and compare different levels of tornadoes.

16. Student’s activities Students will fill in a KWL chart. Students will view a video on tornadoes. Students will fill out a graphic web organizer on their knowledge of tornadoes. Students will create a tornado in a bottle and record their observations.

17. Lesson Summary Motivational Activity Research The teacher begins the lesson with a planned read aloud and will ask the following questions to engage the students in a discussion about Tornadoes. What do you know about Tornadoes? How do they occur? What are the consequences of a Tornadoes? Students will research the affects of tornadoes on living things and make a poster board of a before and after mass by displaying effects the tornado had on living things and structures using images and have students write a 3-5 paragraphs on how life might be after a tornado and what can be done to be safe during a tornado and how avoid any loss and damage.

18. Assessment Behavioral Objectives Target 3 Satisfactory 2 Unsatisfactory 1 Explain how tornadoes form Students are able to fully explain how tornadoes are formed. Students are somewhat able to explain how tornadoes form. Students are not able to explain how tornadoes formed. Describe how tornadoes affect living things. Students are able to fully describe how tornadoes affects living things. Students are able to somewhat describe how tornadoes affects living things Students are not able to identify a tornadoes’ level or how it affects living things. Identify different levels of tornadoes. Students are able to fully identify and differentiate all levels tornadoes. Students are able to identify and differentiate some levels tornadoes. Students are not able to identify any levels tornadoes.

19. Sample of Student Activities

20. Sample of Student’s Activities

21. FLOOD EVENTS & OUR FOOD SUPPLY SYSTEM Lesson # 3

22. Bloom’s Taxonomy & G.M.I Bloom’s Taxonomy: Analysis, Synthesis, and Evaluation. Gardner’s Multiple Intelligence(s): Visual-Spatial, Interpersonal, and Logical-Mathematical. Children’s Literature: The Day It Rained Forever by R.C. Lee & A. Fiorentino.

23. Behavioral Objectives To identify at least three ways flood event affect living things (loss of life, habitat, and food source). To create line and bar graphs to analyze how flood events affect the trading price of food-based commodities on the stock market. To analyze the effects of flood events on two commodities in the food supply system.

24. Lesson Summary Motivational ActivityResearch Students will think about the possible consequences of adverse natural events such as floods through a read aloud of the book The Day It Rained Forever by R.C. Lee & A. Fiorentino. Ask students to say what they think would happen if it rained forever? Ask students if too much rain a good thing or a bad thing and to explain their thinking. Ask students to discuss the effects of flooding on food supply for living things? Students research the trading price of two Food-based commodities on the U.S. stock markets over a 12-month period and align the prices with reported significant flood events. The students analyze the data to determine if significant flood events affect the trading price of their selected food- based commodities. Students are then asked to write a report on their findings.

25. Assessment Behavioral Objectives Target “6 - 5” Satisfactory “4 - 3” Unsatisfactory “2 - 1” Student Rating Behavioral Objective # 1: Identify at least three ways flood events affect living things (loss of life, habitat, and food source). Chart display identifies three or more ways flood events affect living things. Chart display identifies only two ways that flood events affect living things. Chart display identifies less than two ways that flood events affect living things. Behavioral Objective # 2: Create line and bar graphs to analyze how flood events affect the trading price of food-based commodities on the stock market. Line and bar graphs have an appropriate title and the x and y axes are correctly identified. Data is entered correctly and computations are 90 - 100% correct. Line and bar graphs have an appropriate title and the x and y axes are correctly identified. Data is entered with no more than two errors and computations are no less that 70 - 80% correct. Line or bar graph is missing an appropriate title and/or the x and y axes are not correctly identified. Data is entered with more than two errors and computations are less than 70% correct. Behavioral Objective # 3: Analyze the effects of flood events on two commodities in the food supply system. Student’s written analysis provides a clear connection between natural events such as floods to the trading price of two commodities with 90 - 100 % mathematical and grammatical accuracy. Student’s written analysis provides a clear connection between natural events such as floods to the trading price of two commodities with no less than 70 - 80% mathematical and grammatical accuracy. Student’s written analysis provides a clear connection between natural events such as floods to the trading price of two commodities with no less than 70% mathematical and grammatical accuracy.

26. Sample of Student Activities

27. Stock market

28. Sample of Student Activities

30. Hurricane Impacts Lesson # 4

31. Bloom’s Taxonomy & G.M.I Bloom’s Taxonomy: Knowledge, Comprehension, Application, and Evaluation. Gardner’s Multiple Intelligence(s): Interpersonal, Intrapersonal and Visual-Spatial Children’s Literature: The Superstorm Hurricane Sandy by Josh Gregory

32. Behavioral Objectives At the end of this lesson, students will be able: ‒ To define a hurricane. ‒ Determine what conditions are necessary to create a hurricane. ‒ Define the stages of development and recognize the parts of a hurricane. ‒ Tap their prior knowledge from Hurricane Sandy into the lesson. ‒ Learn new websites to find resources related to hurricane.

33. Assessment

34. Students will be divided into different groups. Each group will need to complete a flow chart showing the five critical stages of the formation of a hurricane. The students will need to go online to search for educational resources on hurricanes. Interactive-Engagment Activity #1: Formation of a Hurricane

35. Three years ago New York City was hit by a deadly and destructive hurricane called Sandy. The teacher will begin by asking students where they were and what they doing during Hurricane Sandy to tap into students’ prior knowledge. Have a class discussion Students will answer some short questions reflecting to their personal experiences to hurricane. Those who never witnessed a hurricane before can use the teacher’s book as reference to image what they might be doing during the time of a hurricane. Activity #2: Personal Reflection

36. Activity #3: Online Scavenger Hunt on Hurricane The purpose of this scavenger hunt is to encourage students to promote learning and exploring online web resources in a new, fun and educational way. Students will have a chance to explore science, technology, engineering and math through cohesive learning standard based on real life experiences. Through online scavenger hunts, students will be able to find updated information on scientific research and materials while also learning how to obtain answers navigating through different websites. The students will work in their assigned groups to complete the online Scavenger Hunt. They will have opportunities to ask questions between group members and to the teacher.

37. Ready-Set-Tech: When a Volcano erupts!!! Lesson # 5

38. Bloom’s Taxonomy & G.M.I Bloom’s Taxonomy: Comprehension, Application, Analysis, Synthesis, and Evaluation. Gardner’s Multiple Intelligence(s): Visual-Spatial, Interpersonal, Logical Mathematical, and Visuals. Children’s Literature: Volcanoes! (National Geographic Readers) by Anne Schreiber. Escape from Pompeii by Christina Balit. Magic Dogs of the Volcanoes by Manlio Argueta and illustrated by Elly Simmons. Published by the Children’s Book Press in the States

39. Behavioral Objectives At the end of this lesson, students should be able to: Identify why and how volcanoes erupt. Know the types of volcanoes, and label the erupting volcanoes on a world map. Use technology to create a final research project (film- making) Identify, measure, and document evidence of erosion. Explain how a model of a volcano can facilitate their understanding of the effects of the volcanic eruption. Have a developed science vocabulary when discussing the effects of a volcano. Explain how volcanoes can affect people and the Earth’s surface.

40. Lesson Summary Motivational ActivityExperiment Introduction of content: The teacher will ask the students the following question: What causes the surface of our earth to have mountains, plateaus, and canyons? Have a discussion with students until someone says volcanoes. Then, show students the introductory united streaming video titled: Volcanoes, Their Formation, Impact, & Eruption - Interesting & Educational Videos for Kids on the projector to help peak students’ interest, and give them background knowledge about volcanoes. Point out sections of the video where it shows one plate going underneath the other plate so students understand how volcanoes are formed. Building a Volcano Model Objectives: Students will: 1. Identify the units of measurement used in this graph. 2. Successfully follow the sequence of steps in the experiment to show the simulated eruption. Materials: baking soda, vinegar, red or orange food coloring, water, measuring cups, tablespoons, washing detergent, tissue.

41. Assessment Behavioral ObjectiveTarget 6 - 5Satisfactory 4 - 3 Unsatisfactory 2 - 1 Identify why and how volcanoes erupt Students are able to explain clearly the causes and effects of volcanoes eruptions. In addition, they are able to explain clearly the steps on a volcanic eruption occurs. Students are in some way able to explain the causes and effects of volcanoes eruptions. In addition, they are some way able to explain clearly the steps on a volcanic eruption occurs. Students are unable to explain clearly the causes and effects of volcanoes eruptions. In addition, they are unable to explain clearly the steps on a volcanic eruption occurs. Know the types of volcanoes, and are able to identify the average of erupting volcanoes around the world Students are able to identify the different types of volcanoes. In addition to labelling them on the world map. Students are in some way able to identify the different types of volcanoes. In addition, in some way able to label them on the world map. Students are unable to identify the different types of volcanoes. In addition to being unable to labeling them on the world map. Identify, measure, and document evidence of erosion Effectively collaborates to analyze and summarize data Tries to collaborates to analyze and summarize data Doesn’t collaborate to analyze and summarize data Explain how a model of a volcano can facilitate their understanding of the effects of the volcanic eruption Clearly communicate reasonable findings. Tries to communicate reasonable findings. Unable communicate reasonable findings. Develop science vocabulary when discussing the effects of a volcano Uses precise vocabulary to describe observations. Uses some precise vocabulary to describe observations. Uses vague vocabulary to describe observations.

42. Sample of Students’ Activities Interactive- Engagement Activity One: Graphic Organizer (KWL Chart) Behavioral Objective: Identify why and how volcanoes erupt. Students will be divided into three groups. Each group will select a set of three index cards including questions about volcanoes. Each group has to research using videos, books or articles, and answer their assigned questions. After their research, students will share their findings having a whole class group discussion. Activity Two: Behavioral Objective: Students will be required to research within the history of volcanoes that erupted, and identify, and document evidence of erosion. Students will document their findings using a blank world map. Students will be shown a graph. On the graph the students will plot the altitude information that they found by doing the activity. Students will be required to identify and locate various volcanoes on a blank world map. The students will have the opportunity to chart their findings.

43. Samples of Students’ Activities Activity Three: Building a Volcano Behavioral Objective: Explain how a volcano model can facilitate their understanding of the effects of a volcanic eruption. Students will start their hands-on activity. They will build up a mock volcano using: baking soda, vinegar, red or orange food coloring, water, measuring cups, tablespoons, washing detergent, and tissue. Students will follow the sequence of the steps in the experiment to show the simulated eruption. Activity four : Making a Volcano Movie Behavioral Objective: use technology to create a final research project (film- making) Students will work together in making a storyboard for the storyline for the movie. The students will take photos of each step in the volcano recipe, recording it in the correct sequence, so the students can comprehend the whole process.

44. Samples of Students’ Activities Activity #5: Students will be assessed by having a vocabulary quiz. Behavioral Objective: have a developed science vocabulary when discussing the effects of a volcano. Vocabulary/Definitions cinder cone: A steep and small volcano made from the chunks of volcanic material (cinders) from previous eruptions. cone: The body of a volcano, in the shape of a cone. The crater is typically located at the top of the cone. crater: A bowl-shaped opening at the top of a volcano. This is typically where tephra and lava escape from the volcano. detect: To discover or find the existence of something. eruption: The act of forcing out or releasing something, such as steam or magma, with violence or suddenness. evacuate: To withdraw from or leave a place or area, especially as a protective measure. fault: The cracks in the crust of the Earth that mark the boundary between tectonic plates. lava: Magma that has reached the surface of the Earth. magma: Molten rock. magma chamber: A chamber below the Earth's surface that contains a large quantity of magma. mantle: The layer of the Earth between the crust and the core. molten: Made liquid by heat; melted. shield volcano: A volcano with gentle slopes formed by successive liquid lava eruptions. volcano: An opening in the Earth's crust through which molten lava, ash and gases are ejected.

45. Earth-Shake, Earthquakes Lesson #6

46. Educational Theory Blooms Taxonomy: ▫Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Gardner’s Multiple Intelligences: ▫Linguistic, Logical-Mathematical, Spatial, Bodily- Kinsethetic Children’s Literature: ▫“Children’s Story: Earthquakes” ▫“My Life in the Tsunami”

47. Behavioral Objectives To identify three ways that Earthquakes affect living things (loss of life, habitat and food). To answer true or false, and critical thinking questions with pre-assigned groups at the American Museum of Natural History (AMNH). To Synthesize their comprehension of Earthquakes by completing Task 1: A Response to Literature and Task 2: AMNH Reflection

48. Lesson Summary Motivational/Constructivist Question: The lesson on Earthquakes will be initiated by a motivational question. Students will be asked “How do Earthquakes Happen?” and “Do you know that the Earth has many layers similar to an onion?” Students will be asked to think about the consequences of natural disasters, such as Earthquakes through a read aloud of an online book titled, “Children’s Story: Earthquakes.” In addition, the educator will play a short video titled, “Introduction to Earthquakes” by Frank Gregario. The literature and the short video will play a role as an introduction to our trip to the American Museum of Natural History, located in New York City. Thereafter, students will read My Life in the Tsunami and be assigned two tasks that will be able to convey their understanding of Earthquakes.

49. Assessment Rubric Earthquake s Rubric Target 3Satisfactory 2 Unsatisfactory 1 Studen t Rating Behavioral Objective 1: Students will be able to identify three ways that Earthquakes affect living things. (Loss of life, habitat, and food). Students are able to recall information from video, text and AMNH visit to accurately describe and define Earthquakes Students use at least two scientific terminology related to Earthquakes. Students are able to recall some data from videos and/or text to somewhat describe and define Earthquakes Students use one scientific terminology related to Earthquakes in their descriptions. Students are unable to describe Earthquakes. Students do not recall any scientific terminology related to Earthquakes.

50. Assessment Rubric Earthquake Rubric Target 3Satisfactory 2 Unsatisfactory 3 Studen t Rating Behavioral Objective 2: Students will be able to answer true or false questions AMNH Handout Students answer all true and false questions correctly. Students answer some true and false questions correctly. Student did not answer any questions or answered questions incorrectly. Behavioral Objective 2: Students will be able to answer critical thinking questions based on their trip to the AMNH. Students answered critical thinking questions. Used data from text, video or museum visit. Students are able to recall some information from videos, text and/or museum visit. Students are unable to describe Earthquakes or Tsunamis. Student did not attempt to answer question.

51. Assessment Rubric Earthquake Rubric Target 3Satisfactory 2 Unsatisfactory 3 Studen t Rating Behavioral Objective 3: Students will be able to write a Response to Literature. Student responded to literary piece accurately. Student Somewhat responded to the literary piece accurately. Student did not respond to literary piece accurately. Student conveyed minimal knowledge of Earthquakes. Behavioral Objective 3: Students will be able to write a Reflective Paragraph of their visit to the AMNH. Student conveys how an Earthquake occurs accurately using informatio n from an AMNH exhibit. Student somewhat conveys how Earthquakes occur using some information from an AMNH exhibit. Student did not respond to Reflective Paragraph task accurately. Student responded to three or less questions on the Reflective Paragraph Task.

52. Sample KWL Chart What I KnowWhat I Want to Know What I Learned “Earthquakes make everything shake” Danny “Earthquakes happen only in California” Renee “Earthquakes make buildings fall down” Jason “Earthquakes happen in Hawaii” Sherry “Earthquakes makes houses get messed up” Eman “What causes earthquakes?” Danny “Can we stop earthquakes from happening?” Renee “Why are some earthquakes worse than others?” Jason “Do earthquakes happen in other parts of the world?” Sherry “What can we do to be prepared?” Eman The Earths crust is made up of tectonic plates that shift sometimes which then make earthquakes. We cannot stop earthquakes but scientists have equipment that can warn communities of a potential threat. Tsunamis are a result of an earthquake that occurred under water. Earthquakes occur all over the world.

53. Sample: AMNH Handout Exhibit 1: David S. and Ruth L. Gottesman Hall of Planet Earth 1.The Great Alaskan Earthquake occurred in 1964? True/False 2.Most earthquakes do not occur at plate boundaries? True/False 3.The inner core, outer core and mantle are layers of the Earth? True/False 4.Seismic waves travel through Earths exterior? True/False 5.Seismic waves occur only because of natural sources? True/False Short Answer: 1.What happens when plates move past each other? When plates move past each other, they create an earthquake. 2.Where is the San Andreas fault located? The San Andreas fault is located in California. 3.Where is the Anatolian fault located? The Anatolian fault is located in Turkey.

54. Sample: AMNH Handout Exhibit 1: David S. and Ruth L. Gottesman Hall of Planet Earth Critical Thinking: Can earthquakes underwater be more destructive than earthquakes on land? Explain your thinking. Tsunamis occur when there is an earthquake underwater. When this happens, a large body of water gets displaced and creates a massive wave. The damage of this wave is very tragic as its onset is sudden and somewhat unpredictable. Scientist have developed technology to identify where a potential Earthquake can occur, which lowers fatalities. However, a Tsunami does more damage because you can not hide from a massive way.

55. Sample: AMNH Handout Exhibit 2: Earth and Planetary Science Halls 1.A meteorite is a rock that falls to Earth? True/False 2.Meteorites fall to Earth as a blazing ball of fire? True/False 3.The surface of the Earth would be covered with craters but most disappeared because of geologic changes to Earths surfaces. True/False Critical Thinking: Can a meteorite trigger an Earthquake? If so where can this happen? Why/Why not? Yes, if the meteorite hits the right spot such as a fault line, it can create a massive earthquake upon impact. This can possibly happen in California, where the San Andreas fault is located. It can also happen by the Anatolian fault located in Turkey.

56. Sample: AMNH Handout Exhibit 3: Dinosaurs Among Us 1.Dinosaurs are relatives of human beings? True/False 2.Dinosaurs are like reptiles? True/False 3.Some dinosaurs can fly? True/False 4.Only some dinosaurs are extinct? True/False 5.Dinosaurs were mammals? True/False Critical Thinking: According to the AMNH, a massive asteroid/meteorite hit planet Earth, which led to the extinction of dinosaurs. Do you think this can happen to humans? Yes, if the massive meteorite/asteroid hits planet Earth, there’s a possibility that there will be many fatalities. However, there is technology that can prepare us. This technology includes satellites that give us visuals of potential threats and weapons to obliterate that threat. However, without these precautions and advancements in technology, extinction is a possibility.

57. Sample: Task 1 Response to Literature Empathy is the ability to understand and share feelings of another. For example: people show empathy for someone that has lost a loved one when they say “I’m sorry for your loss” or “my condolences for the loss of your loved one.” After reading the short story, “My Life in the Tsunami,” write a letter to the author showing empathy towards his tragic Tsunami experience. You can use the example phrases or create your own. Tell the author what you learned about Tsunamis. Be descriptive. Be sure to use at least two Earthquake vocabulary words. Please use proper English, grammar and punctuation. Dear Author, I read your short story about your experience with a Tsunami. I am sorry for the loss of your family. That was a very brave thing to do to save another family. In school we have been learning about Tsunamis. I know that Tsunamis happen because of an earthquake underwater. When this happens, water gets displaced and creates a massive wave. This is exactly what you describe when you said “the murky water flowed at me.” You also talk about the destruction that the Tsunami created. You must have been devastated. I am really sorry that you experienced this. Regards, Student

58. Sample: Task 2 Reflective Paragraph In 5-7 sentences answer the following questions: Where is the American Museum of Natural History located? What did you know about Earthquakes and Tsunamis before you visited the museum? What did you learn about Earthquakes and Tsunamis at the museum? Which exhibit did you like the most? Why? Would you visit the museum again with your family? Why or Why not? The American Museum of Natural History is located in Manhattan, New York. Before I went to the museum I knew that Earthquakes made the earth shake. At the museum, I learned about fault lines and some of their locations. I also learned about aftershock and seismic waves. I learned that Tsunamis are caused by earthquakes underwater. The exhibit I liked the most was the dinosaurs. This is because the dinosaurs are mysterious. I would like to visit the museum again with family because I like to learn.

60. Billion-Dollar Weather and Climate Disasters: Overview. (n.d.). Retrieved April 25, 2016, from https://www.ncdc.noaa.gov/billions/ Bloom's Taxonomy.org. (2016). Bloomstaxonomy.org. Retrieved April 25, 2016 from http://www.bloomstaxonomy.org/http://www.bloomstaxonomy.org/ California Earthquake Information. (n.d.). Retrieved May 12, 2016, from http://earthquake.usgs.gov/earthquakes/states/?region=California Largest Earthquakes in the United States. (n.d.). Retrieved April 25, 2016, from http://earthquake.usgs.gov/earthquakes/states/10_largest_us.phphttp://earthquake.usgs.gov/earthquakes/states/10_largest_us.php National Council for Teachers of Mathematics. (n.d.). Retrieved May 12, 2016, from https://www.nctm.org/uploadedFiles/Standards_and_Positions/PSSM_ExecutiveSummary.pdf New York State Common Core State Standards ELA (n.d). Retrieved April 3, 2016 from http://www.corestandards.org/ELA-Literacy/http://www.corestandards.org/ELA-Literacy/ New York State Common Core State Standards Math (n.d). Retrieved May 12, 2016 from http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/nysp12cclsmath.pdf New York City K-8 Science Scope and Sequence (n.d). Retrieved April 3, 2016 from http://schools.nyc.gov/NR/rdonlyres/949E0441-ADAF-445C-A915- E9F8123E1387/0/SciencescopeandsequenceK5_v13_WEB.pdfhttp://schools.nyc.gov/NR/rdonlyres/949E0441-ADAF-445C-A915- E9F8123E1387/0/SciencescopeandsequenceK5_v13_WEB.pdf New York State Science Standards (n.d). Retrieved April 3, 2016 from http://www.p12.nysed.gov/ciai/mst/pub/elecoresci.pdfhttp://www.p12.nysed.gov/ciai/mst/pub/elecoresci.pdf Sands, S. (1996). Exploring natural disasters. Chicago, IL: Kidsbooks. Retrieved April 28, 2016 from https://archive.org/stream/exploringnatural00sand#page/n5/mode/2uphttps://archive.org/stream/exploringnatural00sand#page/n5/mode/2up Standards for Students. (2016). Iste.org. Retrieved April 30, 2016 from http://www.iste.org/standards/iste-standards/standards-for-studentshttp://www.iste.org/standards/iste-standards/standards-for-students Tornado Alley: EnchantedLearning.com. (n.d.). Retrieved April 26, 2016, from http://www.enchantedlearning.com/subjects/weather/tornado/tornadoalley.shtml Why Hurricanes are Named. (n.d.). Retrieved May 01, 2016, from https://weather.com/storms/hurricane/news/tropical-storm-hurricane-names-20130626https://weather.com/storms/hurricane/news/tropical-storm-hurricane-names-20130626 Interactive Fujita Scale http://news.bbc.co.uk/2/hi/science/nature/7533941.stmhttp://news.bbc.co.uk/2/hi/science/nature/7533941.stm KWL chart http://2.bp.blogspot.com/-8CEcwYGyVp4/UBrHyBigIII/AAAAAAAABSk/6hjuTKmU9FQ/s1600/classroom+kwl+chart.jpghttp://2.bp.blogspot.com/-8CEcwYGyVp4/UBrHyBigIII/AAAAAAAABSk/6hjuTKmU9FQ/s1600/classroom+kwl+chart.jpg Tornado Alley mapshttps://mit.zenfs.com/1555/2013/05/Tornado_Alley_Diagram.jpghttps://mit.zenfs.com/1555/2013/05/Tornado_Alley_Diagram.jpg http://www2.scholastic.com/content/images/articles/s/SN3_051513_map.jpg Graphic Organizer Web http://educators.brainpop.com/wp-content/uploads/2012/05/BrainPOP_Web-422x545.pnghttp://educators.brainpop.com/wp-content/uploads/2012/05/BrainPOP_Web-422x545.png Fujita Scale handout http://www.discoveryeducation.com/teachers/free-lesson-plans/tornado.cfmhttp://www.discoveryeducation.com/teachers/free-lesson-plans/tornado.cfm Tornado experiment http://www.sciencekids.co.nz/experiments/makeatornado.htmlhttp://www.sciencekids.co.nz/experiments/makeatornado.html Tornado experiment handout http://www.kidzone.ws/science/tornado/as-tornado.gifhttp://www.kidzone.ws/science/tornado/as-tornado.gif Standards for Students. (2016). Iste.org. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-students. Bloom's Taxonomy.org. (2016). Bloomstaxonomy.org. Retrieved from http://www.bloomstaxonomy.org/. Lee, R., & Fiorentino, A. (1968). The day it rained forever. Boston: Little, Brown. Nctm.org. (2016). Principles, standards, and expectations - National Council of Teachers of Mathematics. Retrieved from http://www.nctm.org/Standards-and-Positions/Principles- and-Standards/Principles,-Standards,-and-Expectations/ Significant Flood Events | FEMA.gov. (2016). Fema.gov. Retrieved from http://www.fema.gov/significant-flood-events. USA Floods and Flooding - Page 2 of 13 - FloodList. (2016). FloodList. Retrieved from http://floodlist.com/america/usa/page/2. US Corn Farm Price Received. (2016). Ycharts.com. Retrieved from https://ycharts.com/indicators/corn_price. US Oats Price Received (Monthly, USD per Bushel). (2016). Ycharts.com. Retrieved from https://ycharts.com/indicators/us_oats_price_received (n.d.). Retrieved April 27, 2016, from http://science.howstuffworks.com/nature/natural-disasters/hurricane.htm CBSNews.com. (n.d.). Retrieved April 27, 2016, from http://www.cbsnews.com/htdocs/natural_disasters/hurricanes/framesource_flash.html Create-a-Cane. (n.d.). Retrieved April 27, 2016, from http://www.nhc.noaa.gov/outreach/games/canelab.htm The Difference Between a Hurricane, Cyclone and Typhoon. (n.d.). Retrieved April 27, 2016, from http://www.claimsjournal.com/news/national/2013/11/11/239735.htm

61. The Eye of a Hurricane. (n.d.). Retrieved April 27, 2016, from http://www.windows2universe.org/earth/Atmosphere/hurricane/eye.html Historic Hurricanes--Some Of The Most Powerful Storms On Record. (n.d.). Retrieved April 27, 2016, from http://www.hurricaneville.com/historic.html sandy Home. (n.d.). Retrieved April 27, 2016, from http://www.mensaforkids.org/ How Do Hurricanes Form? (n.d.). Retrieved April 27, 2016, from https://eo.ucar.edu/kids/dangerwx/hurricane3.htm Hurricane Sandy Fast Facts. (n.d.). Retrieved April 27, 2016, from http://www.cnn.com/2013/07/13/world/americas/hurricane-sandy-fast-facts/ Index of /topics/cognition. (n.d.). Retrieved April 27, 2016, from http://www.edpsycinteractive.org/topics/cognition Multiple Intelligences by Dr. Thomas Armstrong. (n.d.). Retrieved April 27, 2016, from http://www.institute4learning.com/multiple_intelligences.php Saffir-Simpson Hurricane Wind Scale. (n.d.). Retrieved April 27, 2016, from http://www.nhc.noaa.gov/aboutsshws.php Tracking Hurricanes. (n.d.). Retrieved April 27, 2016, from https://weather.com/safety/hurricane/news/tracking-hurricanes-20120330 Where Did The Word 'Hurricane' Come From? (2011, August 25). Retrieved April 27, 2016, from http://www.ibtimes.com/where-did-word-hurricane- come-304960 Writing Objectives Using Bloom's Taxonomy. (n.d.). Retrieved April 27, 2016, from http://teaching.uncc.edu/learning-resources/articles-books/best- practice/goals-objectives/writing-objectives Standards for Students. (2016). Iste.org. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-students. Bloom's Taxonomy.org. (2016). Bloomstaxonomy.org. Retrieved from http://www.bloomstaxonomy.org/. Weather Wiz Kids Weather Information for Kids http://www.weatherwizkids.com/weather-volcano.htmhttp://www.weatherwizkids.com/weather-volcano.htm National Geographic Education video (Brief overview of weathering and erosion) http://education.nationalgeographic.com/education/media/volcano-satellite-images/ Study Jams (a large variety of engaging and informative videos) http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals- landforms/volcanoes.htmhttp://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals- landforms/volcanoes.htm Google Earth (student and teacher resource) http://earth.google.com/ Galapagos Volcanoes - Geography Videos for Kids. (n.d.). Retrieved November 25, 2015, from http://www.neok12.com/video/Volcanoes/zX0152456241644c53785b63.htm How Do Volcanoes Affect Plants and Animals? (n.d.). Retrieved November 26, 2015, from http://volcano.oregonstate.edu/how-do-volcanoes-affect- plants-and-animals. How Volcanoes Change the World | Science Articles | Planet seed. (n.d.). Retrieved November 26, 2015, from http://www.planetseed.com/relatedarticle/how-volcanoes-change-world Gregorio, F. (2013). Introduction to Earthquakes. Retrieved from https://vimeo.com/57462873https://vimeo.com/57462873 ISTE. (2012). ISTE Standards. Retrieved from http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2http://www.iste.org/docs/pdfs/nets-s- NCTM. (2013). NCATE/ NCTM program standards. Retrieved from http://www.nctm.org/uploadedfiles/Math_Standards/NCTMSECONStandards.pdf NSTA. (2012). NSTA standards. Retrieved from http://www.nsta.org/about/standardsupdate/standards.aspx Unknown Author. 2011. Children’s Story: Earthquakes. Retrieved from http://www.myonlinereading.com/earthquakes.php Unknown Author. 2013. My Life in the Tsunami. Retrieved from http://shortstoriesshort.com/story/home/

62. THE END