Tsunami+Gp4

**Members: Addie, Amanda, Lana, Josh**
 * Group: 4**

= **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.**

KNOW: - The type of power plant at Fukushima, and the alternatives they could have chosen - Power plant alternatives - Impact of certain power choices

DO: - Be more informed citizens, and consumers of power. - Make connections between the disaster in Japan and out use of power in the U.S.

Connections:

= **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.// ||
 * < Addie ||< http://willyoujoinus.com/energyville/?gclid=CISCjeGKi6oCFQcx3wod5m5X0Q ||< Energyville game ||<  ||<   ||
 * < Lana ||< http://energyhog.org/ ||< Energy game ||<  ||<   ||
 * <  ||< http://nrc.gov/info-finder/reactor/ ||< NRC Nuclear Power reactor locations ||<   ||<   ||
 * || http://www.youtube.com/watch?v=RK8QfrtCLyc || Duck and Cover: US Civil Defense Film (1951) ||  ||   ||
 * (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?**

7-8 Days: Intro to unit with info on Japan and nuclear power - K-W-L - intro class resource wiki (this is a protocol introduced at the beginning of the year) - trouble shoot student accounts - discussion on assessing resources (w/your friendly school librarian) - example page for Fukushima

Work in groups. Each group assigned a specific power plant, and **create a Facebook page.** - Profile - relationships (friends and family) - activities and interests - education and work - contact info - status updates - notes - groups - "likes"

Materials: - checklist - resource wiki

Individual activity: play Energyville game at home and reflect

= 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.**