Tsunami+Science+-+Radiation

**Members: (Sarah), Kaitlyn, Charlotte, Breanna**
 * Group: 3**

= **STEP ONE: LEARNING OBJECTIVES** =
 * Think about the intellectual and experiential opportunities represented by this task: what do you want students to KNOW and be able to DO as a result of this teach-in? Where are the rich connections? Give yourselves a little time to think about all of this, and let your thinking guide the lesson you create.**

Students will be able to: -define radiation -identify implications/consequences of the Japan tsunami / radiation event -apply radiation to real-life situations by describing how they would respond to disaster situations and weighing the risks and benefits of nuclear power (P4.12B: Describe possible problems caused by exposure to prolonged radioactive decay, P1.2G: Identify tradeoffs in design, P1.2B: Apply science to social issues)

= **STEP TWO: FIND RESOURCES FOR YOU AND/OR YOUR STUDENTS TO USE** =
 * What resources will you use to find either materials for your own instruction or to guide a student-centered learning approach? Record them in the chart below. Here, talk about the resources you considered and why you ultimately rejected/used them. Remember to look for a balance of expert and open Web resources. Keep reading level in mind (look for differentiation codes, try a suggestion from** [|**Kathy Schrock**] **, use Word's readability scorer, or** [|**try this site**] **if you're not sure.) and consider the power of video, audio, and images to make learning more multimodal. (Keep thinking back to the learning objectives -- are the resources moving you closer to the goal?)**
 * < = Name = ||< = URL of resource or name of database = ||< = One-sentence annotation = ||< = Did you accept or reject this resource? = ||< = Why? = ||
 * < //Sample Sue// ||< [|//http://abcnews.go.com/GMA/video/champion-gulf-11079809//] ||< //Good Morning America story about the oil spill// ||< //REJECT// ||< //He's a politician but not an expert voice on oil spill recovery, and that's the focus of our project.//

//OR//

//This offers up an interesting political lens, which could be useful for the History Department, but less so for ours.// ||
 * <  ||< http://www.timeforkids.com/TFK/kids/news/story/0,28277,2058514,00.html ||< Time for Kids article about 'Japan's Nuclear Fears' ||< accept ||< reading level good for possibly struggling readers, good overview for an introduction of radiation and its effects ||
 * <  ||< http://www.epa.gov/rpdweb00/understand/health_effects.html#est_health_effects ||< US EPA information about effects of radiation ||< accept ||< accurate, relatively concise information about effects of radiation exposure ||
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**

= STEP THREE: DESIGN THE LESSONS =
 * What will YOU do? What will the STUDENTS do? Sketch out the lesson plan(s) below, making sure that you hit the principal's goals. Don't worry too much about following a specific lesson plan format. This activity is about the Big Picture of using online resources effectively. Remember to return to the objective you listed at the top of this page -- is this plan going to meet those objectives?**

1st day -ask students what they know about the tsunami and problems Japan is facing because of it (probe prior knowledge) (3 min or so) with sticky notes (give students sticky notes to write down their answers to put on the board) -have students silently read Time for Kids article and write down something they learned (have copies of article printed) -ask students how they feel about radiation. "What are your feelings toward radiation?" class discussion. -lesson on radiation (direct instruction)

2nd day -read about effects of radiation from EPA -debate/discussion about 1. who should protect people from radiation: people working at nuclear plants, government, individuals, etc. Small group discussion, then move into large group vote, then 2. risks and benefits of using nuclear power

= STEP FOUR: THINK ABOUT ASSESSMENT =
 * Formal Understanding by Design would tell you to think about assessment as soon as you select objectives. Today, we're cheating a bit and putting it at the end so that we're sure you have time to consider resources and objectives first. If you have time today, discuss how you might assess the students' work** //**and**// **the effectiveness of your lesson design both during (formative) and after (summative) the teach-in. Make sure that your assessment ideas match with Step One above so that your assessment correlates with your goals.**

-get information from debate / discussion (formative assessment) -at the end of the unit: write a letter (or blog/tweet) to someone from a list of people (local newspaper, someone at risk in California, government official, scientist)