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Teacher Instructions:

• An additional objective of this activity is to test the ability of students to work in a group. This goal should be explained clearly to students - many of whom are more accustomed to content-only testing.
• This is a cooperative testing activity. The group will all share the same final grade. (Yes! below is an explanation of how and why this IS fair). Each in their group will be responsible to create and explain a model of one of several possible crustal Earth process. Teacher will rotate from group to group during testing so an alternate assignment must be given for groups not being tested at the time the teacher is with another group. For each accurate model and successful explanation by the individual, the group will earn points; this may also be worked on a pass/fail format.
• The effective "trick" of this testing model is the selection of WHICH phenomena the student will be called upon to model and define. This is determined by pure chance. That is, the student does not know ahead of time which of the 5 or 6 possibilities will be pulled from a "hat." This makes EACH student accountable for ALL possible test items. Since all students in the group share the same grade, each has an investment in the other's success. In a class period previous to testing, the testing process is explained to all students. Each group then has a reasonable period of time to study, confirm concepts, assist and tutor others in the group with the final goal of competency for all. Yes, some will be efficient, some irresponsible.
• Suggestions for younger students or those new to this type of exam: Rotating study buddies, block time periods for a "one-topic-at-a-time" approach.
• Fairness: You must be prepared to counter those who will protest that the same grade should not be given to all..."Susie shouldn't be penalized...Travis did almost nothing and my son said that he did most of the work and ...." It is helpful if cooperative learning process goals are in your disclosure statement, also allow students to test again if they desire. Explain to the students the realistic and long term value of learning cooperative skills. Most students appreciate when a second chance is allowed (within a limited time window and at teacher's convenience) where the team can REDRAW and retest for an improved grade or 100%. There is value in the reinforcement and most perceive this as a fair chance to show the student's ability.

Teacher Scoring Options:

* Pass/Fail, "All or Nothing" is one possibility
* X points for each success is one possibility
* A combination of both of the above options
* minimum required for passing grade is another possibility.

Materials (suggested):

*H2O	*Modeling Clay
*Sand	*Cardboard pieces
*butter tubs or flexible containers	*paper
*Glass slides	*plastic spoons
*other as inspired.....

Student Instructions:

Using the materials provided at your table design and construct a model of one of the phenomena of Earth's crust listed below. After you have created your model you will explain the forces and the consequences of that Earth movement process. Each student will select one of the following at random. All concepts will be tested.

* Lateral Fault (Strike-slip)
* Normal Fault
* Reverse Fault
* Thrust Fault
* Liquefaction
* Folding

Your grade will be shared by all members at your table. Follow verbal and written instructions carefully. Your success will depend on your attentive class behavior, study, and group cooperation.

Earthquake Preparedness

When an earthquake hits, it could cause tremendous damage. Gas lines may rupture, water lines could be cut or contaminated, and utility lines could be down. Roads may be damaged to such an extent that travel will be difficult or impossible. Stores could be closed or inaccessible. The community services (e.g. hospitals, fire department, etc. ) may be overwhelmed or damaged. This may mean that they will not be able to respond to your needs. You will have to be self-sufficient for awhile.

Task:

Use the information in the above paragraph as a guide to prepare a 72 hour emergency kit. The kit should allow you to be completely self-sufficient for three days after an earthquake. When designing your kit, make sure that it is practical. Distinguish between NEEDS and WANTS while designing the kit.

Objective Skill: Students will be able to evaluate their personal earthquake preparedness.

Materials Needed: paper, pencil, and a realistic sense of urgency

Question:

Your neighbor claims that a recent addition to their home was damaged by an earthquake. You did not feel any tremors. What else could have caused the damage to your neighbors home?

Scoring Guide:

Question:	Give 1 point per plausible cause of the damage.
72-hour kit:	Use the following scoring guide and the attached "master page" to assess the students' 72 hr. kits.
	Give the student 1 point for every item they list that can also be found on the "Master pages"
	Subtract 1 point for every frivolous item that would be classified as a WANT.
	BONUS ( Extra Credit ) Parental signature indicating that this kit has been constructed and placed in the home.

Three-Day Survival Pack -- Master pages





Top of the Barrel

Flashlight and radio with batteries

First Aid Kit, including:

Medicines

• Antibiotic ointment
  
• Aspirin, acetaminophen, or ibuprofen
  
• Ipecac (to induce vomiting)
  
• KaopectateTM
  
• Prescription medications (insulin, heart tablets)

Dressings

• Adhesive tape, 2" wide roll
  
• Sterile bandage, 2" and 4" rolls
  
• Large triangular bandages
  
• Band-aidsTM
  
• Cotton-tipped swabs
  
• Sterile absorbent cotton
  
• Ace bandage
  
• Butterfly bandages
  
• Gauze pads, 4" x 4"
  
• Latex gloves

Other supplies

• Scissors
  
• Tweezers
  
• Thermometer
  
• Petroleum jelly
  
• Rubbing alcohol
  
• Tissues & toilet paper
  
• Pocketknife
  
• First-aid handbook

Emergency Instructions

• Waterproof page with phone numbers, when & how to turn off utilities, meeting places, etc.

Middle of the Barrel
Water (4 liters (about 1 gal) per person)
Three-day supply of food

• Choose food that does not require refrigeration.
  
• Date all food items
  
• Write out a menu for each day.

Suggested foods (1/2 lb. per person):

Bottom of the Barrel

• Place pack in convenient place known to all family members. Keep a smaller version in the trunk of your car.
• Keep items in airtight bags.
• Change stored water every three months. Check and rotate food every six months. Mark dates on your calendar.
• Rethink kit once a year. Update supplies and replace batteries, outgrown clothing, and perishables.

All rights reserved except those which may be granted under Sections 107 and 108 of the Copyright Revision Act of 1976. This document may be freely distributed in its entirety for non-profit purposes provided that the copyright notice is not removed. If you have questions concerning proper use of this material, or if you are interested in obtaining permission, contact the Curriculum Section Reception Desk at 801-538-7698.

This document was submitted for posting to the Internet by the State Science Specialist. Any questions concerning content should be directed to that individual.

Updated September 19 1997 by Michelle Dumas