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On this teacher resource page, there are a number of different resources that will help you, as a teacher, prepare a task for your students that is authentic and fun to do. The aim of this project is to get students to learn how to research about tsunamis and earthquakes using different technologies, as well as the impacts that these natural disasters can have on a community. Using blogging as a learning and reflecting tool, students will gain a better understanding of natural disasters and how it could possibly affect them or someone they know. Below is a list of different types of resources that are helpful for getting started. By no means limit yourself and your students to these resources only. Use this as a starting point!

As a teacher, setting a project that is fun and engaging can be difficult. It is helpful to think about whether or not the task is authentic. We have included the 9 elements of authentic learning below which includes specific points about how this task is authentic.

Video Resources
http://www.youtube.com/watch?v=pAm0biaakOM- This video resource was found on YouTube and details a tsunami that occurred in Japan. There is not only footage of the tsunami, but it also draws the links between earthquakes and tsunamis.

http://www.youtube.com/watch?v=a-8_wEm7t8k&feature=player_embedded - Another video showing a tsunami hitting Thailand and South East Asia. Shows the destruction tsunamis cause to entire communities.

http://www.youtube.com/watch?v=4Y-62Ti5_6s&feature=player_embedded - This video resource is of a earthquake and was found on youtube. It shows the destruction earthquakes can cause.

Online Resources
http://www.pernilleripp.com/2011/05/14-steps-to-meaningful-student-blogging.html This article looks at the steps you can take to make sure your students are making meaningful blogs. Definitely worth a read!

http://issues.tigweb.org/disasters?gclid=CI_21Pz6krcCFYUhpQodIEsApA This site is a good introduction for students beginning their research and gaining their initial understanding.

http://www.ready.gov/build-a-kit - This website looks at natural disasters and also shows you how to build your own disaster kit. This site would be great if you wished to complete the extension activity that looks at disaster relief.

http://www.sciencenewsforkids.org/2013/02/scientists-are-working-to-predict-and-tame-the-tsunamis-that-can-threaten-some-coastal-communities/ This website is another fantastic resource to teach students about tsunamis. At the end of all the information it includes a word find which may be a fun way to end a lesson and will help the students become familiar with science terms like "tectonic plates".

http://www.esa.int/esaKIDSen/Naturaldisasters.html - This website is very interactive and would be great at engaging students. It includes information on natural disasters and also fun quizzes that students can complete after reading the information.

http://www.globaleducation.edu.au/teaching-activity/disasters-preparedness.html- This resource suggests different activities that students could complete when learning about natural disasters, and in particular earthquakes (suitable for students in year 5 and 6).

http://www.all-science-fair-projects.com/science_fair_projects/25/297/ba2fb6f2868bf01ab540c85addda5309.html
If your feeling creative you may want to use this website. This site shows you how to demonstrate a tsunami. It seems like a really fun project and will engage the students well.

http://library.thinkquest.org/J002319/Experiment.html This website shows you how to create a earthquake experiment. This project will get students involved and show them what causes earthquakes.

http://earthquake.usgs.gov/learn/kids/sciencefair.php More project ideas that look at earthquakes and tsunamis.
How is this project authentic?
There are 9 elements of authentic learning that can enhance and improve the overall quality of a task. Not every task needs to include all of the elements, but it is important for teachers to consider what their students will gain from doing a particular task. Authentic learning is the teaching of a topic that has real world relevance to the students. Although this task does not include every element of authentic learning, there are a number of elements that have been included. These are highlighted in red.

1) Authentic Context- A task that reflects the physical or virtual environment that the knowledge can be applied to in real life. The complexity of real life is preserved as students are asked to think about themselves and make choices. The task is carried out over a longer period of time (weeks rather than days).

2) Authentic Task- To provide a task that has real world relevance with clear goals that help the student explore the relevance to themselves and the world around them. Activities are completed over a long period of time and require the students to produce knowledge rather than reproduce. The end task is therefore useful and the information is not discarded. Tasks are ill defined and allow the students to make their own decisions.
This task has real world relevance as the students are expected to research not only the geographical implications of earthquakes and tsunamis, but also the impact on the community and their livelihood. Students will be thinking about how a natural disaster could affect them and what they could do to help people who have been affected.

3) Expert Performance- Allows students to have access to experts in the field that they are completing the project on. The access to experts gives the students an insight into how an expert would think and act, as well as noting the differences between learners at different levels.
In the first week of beginning this project, students will be shown a number of videos showing experts in the field of earthquakes and tsunamis.

4) Multiple Views- Students are exposed to different perspectives and opinions that allows them to form their own opinion.
This task encourages students to use different resources to form their opinion. Various resources have been provided as a starting point for the students, but they must then look further to find their own information from various other textbooks and online sites.

5) Collaboration- Students work in groups that involve problem solving and social support from their peers. There is an opportunity for the completed tasks to be reviewed by their peers. The construction of knowledge using technology can be a collaborative process if forums, chats and wikis are implemented.
Students are completing this task in groups of either 3 or 4. They are working together to research the groups natural disaster in order to gather relevant information. Discussing what information is relevant is a form of collaboration that they will be carrying out.

6) Articulation- Students are given the opportunity to speak about what they have learnt, as well as any problems and concerns they may have. Reflecting on these concerns may require the use of blogs as a good technological tool. Presentations in class and in public allow other members to hear other peoples’ opinions, as well as giving the speaker the chance to defend and explain their position and ideas.
Students are encouraged to use blogging technologies to articulate how they are feeling and how and what they are learning. To complete the task, students must present their findings in front of the class choosing from different presentation tools such as PowerPoint, short videos etc.

7) Reflection- Allows reflection in and on their actions. When reflecting in actions, students have the opportunity to move around their learning environment and act on what they have been reflecting on. There are a number of opportunities to make decisions. When reflecting on their actions, students are looking back on what they have done. Blogging is a good tool.
Each week, students will be expected to complete a blog entry that includes information about how they are feeling about the task and what they are learning. Even though they are in groups, they will complete the blogs individually as each student will be engaging with the task in a different way and having different difficulties.

8) Scaffolding- Where the teacher supports and encourages the students rather than dictating what they should do.

9) Authentic Assessment- The assessment process is carried out throughout the task as opposed to separate testing. Students are given the opportunity to enable students to improve and polish their work.
There is no test at the completion of this project. All the outcomes that must be achieved by each student are included in the project.

Extension Activities

a) After completing the task, students can take part in an extension activity that allows the students to further explore a number of different disaster relief organisations. Once students have thought about what essentials disaster victims might need, teachers can then further this train of thought by looking at where these boxes of essentials could be sent and by which organisation.
Here are some starting points for organisations that help throughout the world:*Note- some of these organisations do not provide relief within Australia. Students may want to focus on how organisations can help people affected by disasters within Australia.
http://www.americares.org/emergency-response/
http://www.redcross.org.au/disaster-relief-and-recovery.aspx
http://www.disasterfunding.org/?gclid=CKn-49z5krcCFedepgodSCoAaA

b) Students may want to explore and compare the impacts of natural disasters on First World Countries compared to Third World Countries. Although this is not a compulsory exercise for students, if this project is being carried out amongst students in year levels such 7 and 8, this may be an interesting point of discussion and research.
Here are some articles that may help students begin their research into natural disaster impacts:
http://www.globalissues.org/article/524/third-world-debt-and-disaster-recovery