 And welcome back to another Apple's NTR's vlog. If you are new here, my name is Charlotte and I am a fourth grade science and social studies teacher in the East Valley of Arizona. So in today's video, I thought I would take you guys through the process of teaching a standard. Oh, I have a lesson plan that I've had created. Just to clarify, this lesson was created by one of the science trainers in our district. And I'm going to actually begin it today and then I'll take you guys along the whole journey with the follow through of the lesson and then show you guys the results. Good morning. She wants a snack. Yeah, what do you want, teeny? Huh? You need a bath. Okay. So let me just start by telling you guys which standard I am teaching. So it is important for you guys to, it's important for y'all to understand that Arizona has its own set of everything. Don't ask me why I don't know, but Arizona has its own Common Core ELA standards. We have our own Common Core Math standards. We have our own science standards and we have our own social studies standards. They do correlate pretty closely with the rest of the world or I guess the rest of the nation. Standards wise there's just a couple of little changes and differences in what grade level does what. So, especially with science and social studies, who does what is a little bit different than everyone else in the country. So the standard that I'm going to be covering is 4.E1, U1.5. Use models to explain seismic waves and their effect on the earth, okay? So my learning target across this lesson is going to be I can use models to explain how energy affects a system. Something that I learned through my trainings was to try not to reveal everything that you're going to be doing in your learning target. So instead of putting I can use models to explain waves and their effect on the earth, you just say I can use models to explain how energy affects a system. Because through inquiry based learning, your students or my students will discover what seismic waves are. And they're going to be using seismic waves to explain an earthquake. So I don't want to just write off the bat, tell them that they're going to use seismic waves because it kind of deletes the mystery. I can use models to explain how energy affects a system. Day one is to engage. So today I'm going to be asking students to create a see think wonder chart, they're going to be making observations, they're going to be asking questions, they're going to be thinking about what's going on. They're going to watch two videos of an earthquake in Nepal and they're going to be just writing down the things that they're observing. What's wrong? And then we're going to create a question board using Jamboard. If you guys don't know what Jamboard is, it's this really cool like virtual like collaboration board where kids can add and delete and change questions or sticky notes. This is going to be my first time using Jamboard with this group. And so it's going to be interesting. We're going to have to do a little bit of like etiquette training with them in the sense that, you know, you don't take someone else's sticky note off of the Jamboard and change it. You don't move them. Once you add a sticky note, Ms. Valdez is the only one who can change and move them. So that's going to be kind of part of this lesson too, but I will attempt to film as much as I can from today's lesson as possible. And then as always, just check in with you guys at every different level of the lesson because it is separated into different days. Day two is going to be taking place probably on Friday this week because we do have state testing tomorrow. So this is going to be an expanded overtime video. The very first thing that I did with this lesson was I actually gave my students a pre-assessment. So a lot of times teachers in math or ELA will pretest their students to see what they already know about a specific standard or maybe a topic that they're getting ready to teach. And so the same thing applies for science. I do want to be able to measure student growth. And so what I've done is I've created a pre-assessment for this standard. And all I did was I asked my students to draw me a concept model, and they already know what those are. Concept model is a drawing or a picture or a model of how something works or how something happens. So I asked them to draw me a model of an earthquake, okay? Now this is before I even introduced the standard. They have no idea what's coming. All I did was ask them to draw me a picture of an earthquake. I did include some vocabulary words. As I said, in your model you can use words like, and I put words like wavelength, amplitude, epicenter, focus, energy, plates. And then I instruct them to use labels and symbols to explain. And when I teach my students how to make models, I'm very clear that they need to label as much as possible because when I go back to look at their picture, if things aren't labeled, I'm not going to understand what they are because in fact, fourth graders are not the best artists. I'm not either. But so when I ask them to draw a picture of an earthquake, these are some of the things that I get. Okay. So this kid's pretty spot on. We've got the plates moving in different directions. The earth is shaking and she's got an answer or a key here. So I can see the plates and moving and then the ground shaking. So this is pretty good. So what she's going to be able to learn is that seismic waves move in different directions and that they are responsible for the movement of the plates. So it'll kind of go a little bit deeper next time. This one's funny. So this is a pretty amazing. This is one of my gifted students. So you can tell that she's got some prior knowledge here. Pretty basic ones. This one involved Ross. Here's another really good one. She's got the plates passing each other. She's got some pretty good prior knowledge. Okay. I'm not sure what this is. Oh, we have a car crash. Okay. So the ground is shaking. The cars are crashing. Yeah. Come look. And then we have ones like these where it's just the earth shaking rapidly back and forth, ground breaks. So I'm wondering if this is supposed to be the center of the earth in which that's pretty amazing. We've got our focus and maybe an epicenter somewhere. So something that this kid has got some pretty good prior knowledge. So when I instruct my students to draw a model of something, I try really hard not to help them in any way because if I disrupt their creative process and their thinking, it's going to sway them in the direction that I don't want them to go yet because I want them to discover what it is that causes an earthquake. I want them to realize what seismic waves are. I want them to find out what a focus and an epicenter is. If I just give them that information, they're probably not going to remember it at all or not as long as they need to. What I will do when this whole lesson is over is I will actually give my students their drawings back and throughout this unit, I will be able to give them their drawings to see if they want to add anything or erase anything from their models. And then at the end, the final assessment will be to draw a picture of an earthquake again, including all of the different vocabulary words that they have learned throughout the lesson and they'll be able to compare and contrast their first picture to their final picture and their final picture will actually be the assessment that I use. I also have a couple of assessment questions just from like my district's assessment tool that have the kids choosing models that represent the information correctly, so it's going to be two separate assessments, but they're both going to assess them on the same learning target. Hey you guys, so it is Thursday, we are not doing state testing today. I don't know why but I had it wrong, but anyway, today is day two of my lesson and today is the research and investigate day. So this is actually supposed to take like a couple of days. I'm just going to put you guys here. So this is actually supposed to take a couple of days. Students will explore waves and make observations. They will then revisit the question board and their initial models to make revisions. So what I'm going to give them today is the opportunity to kind of think back to sound waves because we did a unit on sound waves and so they already kind of know about waves themselves and like how they move and what they do. Like high pitch ones are kind of squished together and tall and low pitch waves are like smaller and kind of more spread out. So we're going to kind of go back to that. We're going to do some making of waves with strings and ropes and honestly I'm not going to do everything on here that it says or that I had planned because they already did an investigation on waves. So I don't want to like overdo that and just make it like play time. So I might create, I might kind of push that one off to the side and maybe do like one demonstration for the whole class rather than everybody do one. And then day three is when students will do some reading and investigatory research about earthquakes. They will add notes to their notebooks for future reference. Students will revisit the question board to answer any answer or ask any questions. Students revisit their models of explanation. So what I'm going to have the kids do today after I do like one little model is begin researching and I've already preloaded like a whole ton of resources into Google Classroom. There are articles in there. There are videos in there for them to watch. There's some read to me books in there, just like a hodgepodge of pretty much anything and everything that I thought could help them, lots of different reading levels. And so I'm going to give them the opportunity to just kind of like free research today and what I'm going to do is have them take two column notes, which they already know how to do and set up. So we're going to just start by calling it earthquake research. And then we're going to just put each question in each topic area so that when the kids are researching, they know, oh, well, I'm looking for that question, looking to answer that question. And then they can write their answers here. So I'm going to quickly just show you guys the Jamboard walls that they made yesterday. OK, so this is my homerooms Jamboard. And what we did was I had the kids watch two clips of an earthquake and we did a see think wonder. So they had to write down the things that they noticed, the things that they were thinking and then any questions that they had. So they obviously came to the conclusion of, you know, they were watching an earthquake, but they didn't really know much about it. So then they were able they were able to post one question that they had on the Jamboard. And then what I did was I moved them around. They helped me a little bit. They we moved all the questions around to kind of like group them together based on the type of question. Or if we had any repeats, we deleted them. So this question, where do earthquakes start? That's a really good one. They're going to be able to look up. They're going to find like focus and epicenter through researching that question. How do earthquakes happen? They're going to be able to see that like waves are sent throughout the center of the earth in different locations in the earth, depending on pressure. How do earthquakes form? Same kind of question. That's why we grouped together. How do tectonic plates form? So this one isn't exactly related to the topic, but I'm still going to let them research that. What was the cause of the earthquake in the city in Nepal? That was where the earthquake we were watching took place. So they could research that earthquake, maybe see like how many people died, how big it was, how does the earthquake stop? That's a good one. How do earthquakes break windows and how powerful can an earthquake get? So this one has me thinking like they'll probably find the Richter scale with that one. And then my other class had quite a few more good questions, scientific questions that are researchable or investigated or can be investigated. I wonder if earthquakes normally shake from side to side or front to back or both. That's a really good question because there are different types of seismic waves and they're going to be able to figure that out through researching that one. I wonder how the road moves from side to side. I wonder what caused this movement and why do earthquakes do anything but shake, crack and make buildings fall? Very good question. And then this is my other one. I'm going to delete that one. I didn't realize that was there. I think someone added that later on. So what I did was I had to screenshot these because I really can't at this point trust that my kids aren't going to go in and like change anything. So I did screenshot them and I pasted them in my lesson slides so that I can refer back to them if needed and then compare it to the actual jam board. So I think what I'm going to do at this point is actually remove the link that I put the jam board on so that the kids can't even access it anymore. So what I do is I in my agenda slides, I link things in these tools. I could be like, OK, click on the Chromebook and that's going to link you to the jam board. Click on the notebook and that's going to take you to some research. These came from like a TPT pack. But anyway, so today we're going to just do some research. And so I have a whole material right here that is filled with places for them to go to research about earthquakes and things like that. And they're obviously going to see like seismic waves. They're going to investigate that. So once we do all of our research, we'll kind of like share out. I don't have the kids kind of like walk around and share and they can add to their list and they can add to their notes. And then we're going to refer back to our jam board and see if we answered any of those questions. If we did, we can fill in some answers to those. And then the next day is I'm actually going to do some some direct instruction, even though my new standards and my science teacher trainer says not to do. Direct instruction, I still think that it's important to do so to make sure that they're learning exactly what I need them to learn. And just to kind of drill in what they've researched and make sure that it's validated. So I do have a PowerPoint. It's a short one, but it has a lot of really cool graphics and videos and the kids are doing drawing. So like they fill in the blank. These are closed notes. They can keep them in their notebooks when we're done. They're drawing the focus in the epicenter, they're looking at parts of waves, they're drawing waves, and then they're looking at the three different types of seismic waves. And then when they're done with that, we're going to do a sorting activity where they take all of these little squares and kind of fill in this chart to show understanding seismic waves and practice with them. The reason why it's really important to do this direct instruction is because the students are still being tested on this information. And so I don't want to risk them not finding exactly what they need in the event that they don't. I need to be able to make sure that I have that information for them. So that will probably be done on Monday, depending on how it goes today if they finish research today. And then I also have this really cool aftershock earthquake lab that we'll use next week when we, after we've learned about earthquakes, we will do a couple of labs where the kids create earthquake proof structures because that's another one of my standards. So this one will be really fun. I'll probably have it in a station and we'll probably do some sort of station activity next week just so that everybody can get a chance to put their hands on this because this is really cool. All right, so the kids are starting to do some research here. Don't worry, I'm not getting your face in it. Just getting what you're looking at. So what are you searching for right now? Well, this is going to show you what type of ground moves and how it moves. Slowest waves arrive last. Ice McWaves vibrate what? Of my earthquake unit. So I wanted to share with you guys what the plan is for today. So on day three, normally day three would end up being the research day. Day two would be the investigation day. But because we already covered waves in a different lesson, I decided to forego the investigation day and kind of push it until later because the kids already know what a wave is. Based on the sound waves lesson that I taught. But today on my day three, we're going to revisit the question board. So the kids are going to be able to go back to the questions that they asked. And if any of them are able to answer them, they're going to share those answers out loud so everyone can hear them. We'll actually jot the answers down up on the board. And then we're going to do some earthquake note taking. This is going to be something that is like whole group and it's more of like a direct instruction kind of model. So I do have a PowerPoint here, but it's more of a close note. So all of the red words, they'll be filling in the blanks on their notes. And they're just really small little like composition size notes. But what I like about this is it gives them diagrams to draw because later and I'll refer back to this. Oh, I got to rewrite it at a take it down for testing later. They're going to be drawing creating a model that explains how seismic waves affect the earth, which means they're drawing an earthquake. So they're going to want to make sure that they have this because this is a key point. In their drawing, or at least it should be. And then again, these are characteristics of waves, amplitude, wavelength, focus. And then I like these because they actually give the animation of the waves. I believe I found this PowerPoint on teachers pay teachers a while ago. So if you look up like seismic waves of earthquakes, I think you'll find it. But I really like all the graphics in it, which is why I like to use it and not like skip that part. So that's what we're going to do today. And then if there's time, I do have a sorting activity, which I'll show you looks like this. This is the answer key, but basically each group would get a blank one of these. It explains what the seismic waves are up here again. So it's just another cheat sheet. And then the kids get a baggie with all of these cutouts. Obviously, this would be blank and they have to place them in the right spot. So it says like seismic waves also known as like their nickname, the speed, what they travel through and then the type of motion that they have. So then it's kind of like a quick check and I can actually use this throughout like I can use this for small group. I can use this for individual assessment. So kind of nice and I did get them laminated and I had my student aid cut them out so I can use them again and again and again. I just have to get them to flatten out. I'm thinking maybe if I like glue them on to some card stock or something, they might flatten out a little bit. So anyways, that is day three of my earthquake lesson day four is actually going to be some engineering stuff. So once they've learned about earthquakes, I might actually give them their drawings tomorrow to update so that they can kind of like add things and then actually let them use their original drawings to make their final drawings. But this one's cool. It says so this actual lesson plan that I'm reading from actually came from a woman who does all of our science trainings. This was her like example lesson. I actually had I had read it forever ago and I knew that I wasn't going to be teaching earthquakes until after spring break. So that's why I've held on to it. And I really like it because it does model like what a lesson should look like with our cross cutting concepts. So you can then move to an engineering approach and question students about buildings, which probably came up on their question board. You can have them design and create buildings to test. There are different links below to inexpensive ways to create shake tables for testing. So I'm probably going to end up using Jell-O with toothpicks and marshmallows because it's the cheapest one. But I also have a shake table that I actually ordered last year from my principal. She always asked me every year, what do you need for your classroom? So I actually ordered this. I believe this is from Amazon, but it's an aftershock earthquake lab. And I'm hoping that this can be reusable because what I'm thinking is is I'll give kids like I'll split them up into their groups and then I'll give each team like 15 minutes to build an earthquake proof structure. Hey, you guys. So it is now a few days later and I wanted to update y'all on the lesson progress. I think I showed you guys the footage of the PowerPoint presentation that I showed the kids that showed different models of different seismic waves and the directions that they move. And then the notes that the kids took. So there were some parts where they can draw some places for vocabulary and then lots of places for drawing models of different waves and different parts of earthquakes. So after we were done taking notes here, we did a couple more days of clarifying. So I had kids working on boom cards that were related to earthquakes, just kind of like making sure to clear up any misconceptions. I also pulled quite a few kids to my table to reteach information, people who still had questions, catching students up who weren't here. And then yesterday was the day that my kids actually redrew their models. So I wanted to share. I created a rubric for my students and I shared the rubric with them ahead of time and then I gave them their final drawing papers to draw from. And so I'm going to just share with you guys the rubric. So I built this on Rubistar. If you have never used Rubistar, it is a really nice resource for rubric making. And I feel like rubrics are the best way to grade things like drawing models because it's hard to look at a model and really like determine whether or not it shows something correctly. If you don't have a set like expectation of what it should look like. So I actually did make a rubric with Rubistar. It looks like this. And it goes from a category 4, 3, 2 and 1. A 4 would be a proficient, mastered rubric that shows everything that has been learned throughout the week. A 3 would be pretty close like most everything is there. Just certain things are missing. A 2 is like very minimal and then a 1 is like hardly anything at all. So it does go from like all vocabulary is listed and represented. Most vocabulary, some, not many. The model shows so there's a concept section. So the model shows that earthquakes begin at a focus and move outward towards an epicenter. The model shows that earthquakes begin underground and travel toward the surface of the earth. So the difference between that would just be like maybe in their model. It shows that here I'll show you guys my let me show you what like the model should look like. Or it would look like if it was a proficient model. So this is like a model that I might have shown my students, but I didn't actually show them this. This is just something that I created. If I was to do this assignment, this is what I would draw. So if a student draws something like this where there's like a point and then the waves are traveling up toward the center or toward the surface of the earth, I would count that as a 3 because it shows waves traveling from underground toward the surface of the earth. If the model shows an earthquake beginning underground, that would be a 2. But if nothing's traveling toward the center or toward the surface, that it wouldn't be a 3. Because it needs to show that the movement of waves travel from the center or from underground to the surface of the earth. So then the one would be the model does not show a starting point for an earthquake. It just shows like the ground shaking. Then there's a wave section. The model features three types of waves moving from the underground to the surface and are labeled. And then it moves down to like different types of waves, wiggly lines drawn, some sort of wave, and then no waves at all. And then the last one, the model is detailed, shows layers of the earth versus the model somewhat detailed and shows some of earth's features. So maybe it doesn't show like the mantle and the crust, but it does show like two plates coming together. The model shows separation of underground and the earth's surface. That's really important. If the kids do not make the connection between earthquakes occurring under the ground and coming to the surface, then they don't understand. There has to be some sort of separation and then a one would be the model does not show any separation between the surface of the earth and underground. So I did provide them with a rubric before they drew the model and they were also allowed to use their earthquake notes. These, because these notes explain different vocabulary. And with the way we're supposed to teach science today, they tell us not to front load the kids with vocabulary, but to allow them to discover the vocabulary and perhaps just define it for them. So I did give them access to their notes. And then I just put on the board. Actually, I'll put it up there slide that I showed them. So this was the slide that was showing when they drew their final models. It just says draw a concept model of an earthquake using the terms below P waves S waves L waves epicenter focus plates energy fault. Those were the words that are actually listed on the rubric that they're supposed to include that they're supposed to include in their drawing. So those are the important points that they researched and found that they were going to then transfer to their models. So then I gave them time to draw and a lot of them showed major growth. Even some of my kids who are at learning lab, my special my IEP kids, they even showed a ton of growth. So this was like a super proficient model. There's a lot going on, but you can clearly see. So the earthquake is occurring over here, the focus and what he's showing you is that the P waves are traveling through the center of the earth. The S waves are coming out the other end to the crust and then the L waves and he's also showing you the epicenter. He gives you a magnitude and then he's showing which direction the waves are moving. The crust is all separated into different plates. So this is a four out of four, like that is a proficient drawing. Then I'll show you one that isn't quite proficient. So this one, this one's okay. So this one has two plates labeled a focus. It has a P wave down occurring underground. So that was something that I was looking for P waves and S waves are underground. The L waves are the ones that are on the surface. So this one's got an epicenter seismic waves and L wave labeled. So this would be a three. I would label this as a three because she has most of the vocabulary words and she has Earth's features that are needed. And you can clearly see that there are waves moving. So I would definitely give that a three. And then we also have some that are not quite a three. They have all of the pieces, but they're not exactly represented correctly. So this would be a student that I pulled for a reteach. And I actually did pull this student for a reteach. I'm going to cover her name, but so I believe that this side of the drawing is showing without an earthquake. And this side is showing with an earthquake. So you have your focus and she labeled the parts of a wave and her epicenter. But to me, this doesn't show me underground. This is a road, or at least that's the way I interpret it. And I'm not really sure what this is supposed to be. I think maybe that's the road. I'm not really sure. So I did pull her to clear some misconceptions with this one because there wasn't really a clear separation of underground, above ground, Earth surface, anything like that. So anyway, I did pull quite a few students who were either absent or who did not score a three or four on their drawing. We cleared up some misconceptions. I showed them this model, gave them some clarifications, and then I hid this model and asked them to go back and draw another one. And they were able to, they didn't copy this exactly. A lot of them were able to create their own versions of them. And so that's exactly what we want. We want them to be able to really dump the concept that they are thinking on paper and not the one that I'm thinking because then it's just my concept and not theirs. So I'm actually going to hide this because my next class is coming in. I do have a few students I need to pull from that class and I don't want them to pre see that model. So anyway, that wraps up my earthquake unit. And it's been really, it's been really interesting. A lot of the control gets moved from me to them. And it is hard to give up control as a teacher because we want to be able to be like, okay, this is what you need to learn. This is how you do it. But giving up the control and giving it to them is, is hard. It's a lot harder than you would think it is. It's something that you have to get used to. So anyways, hopefully this video was helpful. If you are a science teacher, even if you're not a science teacher and you're looking for more of an inquiry based lesson structure, this can definitely be something that you can do not just with science, but also social studies, asking them what they want to learn about a certain topic and allowing them the time to research it and report their findings is definitely something that gives students control of what they're learning. So anyways, I hope you guys enjoyed this video. These glasses, by the way, are going to be linked down in the description box. They are from Zymph Optical. They're my favorite, favorite glasses brand. They're going to be linked down below as long as, as well as a coupon code. And I will see you guys in the next video. Bye.