1. GATE Unit Exercise Murray Lewis

3. Scope and Sequence  Understanding and skill in using the methods unique to each discipline as well as those common to several disciplines.  An understanding of broad-based issues, themes, or problems within interdisciplinary and multicultural contexts.  The independence, self-direction, and skills in group processes that lead to creative and productive thinking.  Critical and higher level thinking skills in both cognitive and affective areas.  Affective behaviors involved in the creative process, including, risk-taking, curiosity, imagination, and enjoyment of complex challenges.  The convergent and divergent cognitive abilities necessary for creative productivity and an understanding of the roles and characteristics of creative and productive individuals in the evolution of significant change.  Products that refine or challenge existing ideas, incorporate concepts and use techniques, materials, forms, and knowledge in innovative ways.  Acceptance and valuing of human differences; respect for the needs, cultures, and rights of others; and recognition of the contributions of others. 21 st Century Learning 1. Core Subjects and 21st Century Themes 2. Learning and Innovation Skills  Creativity and Innovation  Critical Thinking and Problem Solving  Communication and Collaboration 3. Information, Media and Technology Skills  Information Literacy  Media Literacy  ICT Literacy 4. Life and Career Skills

4.  Traffic Light Thinking  SCAMPER  FFOE  WebQuest [Technology Integration]

5. The Earth is a complex system of interacting rock, water, and air; these systems are natural hazards that pose dangerous risks for humans.

6. Objective Targets  Microsoft Excel (Spreadsheet Technology)  Microsoft Word (Word Processing Technology)  Wiki-workspace & Glogster (WEB 2.0 and Collaboration Technology)  Online Simulator (Software Experimentation Technology)  WebQuests (Technology Integration)  Research and Communication Skills

7.  Formative ◦ Check for Understanding [Embedded Q/As via Virtual Classroom]  Summative ◦ Vocabulary Quiz(s) ◦ Scoring Rubrics  WebQuests Projects  Glogster Presentations

8.  Computer Lab with internet network access  Student workstations  Microsoft 2007 software suite  GATE Home Room [Virtual Classroom]  GATE student technology passwords and profiles  EdHelper Reading Resource [http://www.edhelper.com]  Projector/Laptop computer  Video Library [Virtual Classroom]  Websites: ◦ http://dsc.discovery.com/guides/planetearth/earthquake/interactive/interactive.html http://dsc.discovery.com/guides/planetearth/earthquake/interactive/interactive.html ◦ http://www.weatherwizkids.com/ http://www.weatherwizkids.com/ ◦ http://www.weather.com http://www.weather.com ◦ http://earthquake.usgs.gov/earthquakes/ http://earthquake.usgs.gov/earthquakes/

9. 1. CAN EARTHQUAKES, VOLCANIC ERUPTIONS, AND THEIR CONSEQUENCES BE PREDICTED? 2. WHAT CAUSES CLIMATE TO CHANGE — AND HOW MUCH CAN IT CHANGE? 3. HOW DOES EARTH'S INTERIOR WORK, AND HOW DOES IT AFFECT THE SURFACE? 4. Based on your research, do you think that the theory of plate tectonics can help predict where earthquakes are going to occur? What is the value of being able to make such predictions? 5. According to the theory of continental drift, about 200 million years ago, all the continents used to be part of one supercontinent. Over time, the supercontinent broke up and drifted apart—the separate pieces becoming the continents we know today. According to this theory, what might the Earth look like in about one million years? One hundred million years?

10.  Major Components ◦ Videos ◦ Note Taker ◦ Guided Reading ◦ Independent Reading ◦ Group Discussion and Collaboration ◦ Simulations ◦ Verbal and Written Communication