Ms. Dozier's DNStarship: Climb Aboard!

6th Grade – Be ready to present Earthquake findings
7th & 8th Grade – Deadlines were written down in all planners!
Hurricane Brochure due Thursday, December 3, 2009.
Hurricane Preparation Presentation in class on Friday, December 4, 2009. Students with the same cities will prepare a presentation together!!!!!

7th and 8th grade students should be working to complete research for their coastal weather brochure. 6th grade students should be preparing their two highlights for the earthquake presentation, and answering the questions regarding the earthquake simulator.
NO WRITTEN WORK IS DUE.

Seventh and Eighth grade students have been given access to a Webquest file that allows them to access HTML pages which include hurricane concepts, development, and intensities, as well as information on watches and warnings, tracking maps, hazards, and preparedness tips. You can also find these files at http://www.miamisci.org/hurricane/.

There is no homework for any of the students. However, students should continue to think about how technology has affected education, how technology has evolved over the years, and how one should use technology to help prepare communities for natural disasters, such as earthquakes, hurricanes, etc.

Students are to think about two questions:
How has technology affected education?
How does one plan for a hurricane?

In addition, 7th and 8th graders have begun a new unit on technology and science, while the 6th graders are still completing their earthquake simulations.

Here is the coastal hurricane project information, provided by LEARN NC :
Hurricane Preparation Project

Assignment:

You have just taken a job with the Emergency Management Department in a coastal city in North Carolina. As a member of the Public Awareness Team, you must create an information brochure that citizens in the community can use to learn about the dangers of hurricanes and how to prepare for them.

You will use the Internet to learn about the following that must be included in the brochure:

 Create a chart on the stages of hurricane formation
 Create a classification of hurricanes guide
 Create a visual guide (graphic) for using a tracking map
 Explain the differences between a hurricane warning and a hurricane watch and explain what should be done when either is issued
 Include an overview of the four main hurricane hazards (High winds, storm surge, heavy rains, tornadoes)
 Include a section on preparedness tips (Preparing home and yard for a hurricane strike, evacuation supplies/food and cost, (Spreadsheet) evacuation shelters, issues with pets)

You will be introduced to two programs, Microsoft Excel and Microsoft Publisher. These programs will assist you in developing the brochure. You will spend a few days in the computer lab learning how to use these programs before beginning your web quest.

Although 6th grade is the only class to meet with me today, all students should study their Excel notes again, tonight.

Study Excel Notes. Make sure planners are signed! (Parents should see what your assignments are each night.)

Wow! So much has gone on in the last two weeks, I’ve had little time to give homework or tests! Just kidding, there hasn’t been any, but 7th and 8th grade have been preparing their presentations about earthquakes and 6th grade has been finishing their first Microsoft Excel spreadsheet projects. This week, 6th grade has begun their earthquake simulations as integrated with Mr. Small’s “Forces of Movement” unit. Here are the directions for the project:

Student Directions for Simulating Earthquakes

1. Click the following link to launch the earthquake simulation website:
       http://dsc.discovery.com/guides/planetearth/earthquake/slideshow/slideshow.html

Your group will use this website to discover where and how to create buildings that have better chances of surviving earthquakes. You will keep track of your data in the following Microsoft Excel template:

1. Using the online simulator, your group will simulate 8–10 different earthquakes. Change the locations of the buildings, the earthquake-proofing building constructions, and the magnitudes of the earthquakes. Make sure you keep track of your data in the Excel workbook so that you can use the data to record your conclusions.  (See the attached spreadsheet) 
2. Discuss with your group what you discovered. Did you find that the location of a building makes a difference? Did you notice if certain types of earthquake-proofing construction worked better than others? Did you notice how much the size of the earthquake affected the survival of the building? Record your conclusions in Word and add your data from your Excel file to support your findings.

8TH GRADE WILL PRESENT PROJECTS IN CLASS ON FRIDAY, NOVEMBER 6, 2009.