Mary+Rokhvadze+and+Allan+Ruffles

=Application Project Plan (APP) Planning Sheet=


 * A very fun and promising project. **

Name
Mary Rokhvadze and Allen Ruffles

ESSENTIAL QUESTION: What scientific data supports or does not support current human predictions regarding the end of the world?
====Students will research and analyze five different 2012 'end of the world' predictions using databases and higher level academic websites. They will connect and compare current scientific knowledge with specific predictions for global cataclysms. ** very cool! **====

Curriculum Goals
Science INDICATOR 2.2 Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.

INDICATOR 4.1 Describe the sources and identify the transformations of energy observed in everyday life.

INDICATOR 4.5 Describe situations that support the principle of conservation of energy.

INDICATOR 5.1 Describe different patterns of motion of objects.

Media Literacy Goals
NAMLE 1.3 Critical thinking: asking questions about all media messages, not just those with which we may disagree.

NAMLE 1.4 Use of document-based evidence and well-reasoned arguments to support conclusions.

NAMLE 2.2 Students to express their own ideas through multiple forms of media and helps students make connections between comprehension and inference-making in print, visual, and audio media.

Proposed Activities
Prior Knowledge Students will have an understanding of plate tectonics, earthquakes, volcanoes.

LESSON 1 (one hour) Evaluate pre-selected videos clips detailing the following predicted phenomenon:
 * magnetic pole shift
 * pandemic
 * earthquakes (plate tectonics)
 * supervolcano
 * Planet X, or Nibiru, collision

Decoding goals include having students understand: -what we see in the media does not necessarily reflect accurate scientific knowledge. -that all media has an intended audience and purpose. -how.historical perspective/media messages have affected current thought. -that their previous knowledge and common sense should applied to analyzing the messages in their world.

LESSON 2 (one hour) Discuss Mayan Calendar timeline and history of prediction of end of the world.

LESSON 3 (two hours) Students will work in groups of 2-3 and view a video clip from a source which we perceive as credible (The History Channel/Discovery Channel). Using their compare/contrast worksheet, they will take notes on the phenomena, its history, current thought/belief, and analysis of message based on our previous knowledge, common sense and personal belief.

LESSONS 4 - ? (two hours) -Demo Gale database and review Grolier -Students will research their phenomena using at least three credible resources, including the Gale database. Using their compare/contrast worksheet they record their findings and describe what the prediction is, who supports the theory, and when it was established as a prediction. Ask questions pertaining to the prediction and try to answer them. Teachable lessons on the sun (specifically solar flares and chemical composition), Planet X, and pandemics will occur throughout the project. -Research the scientific communities' response to this prediction using newspapers, magazines, databases, and academic websites. -Search higher level academic websites and databases using keyword searching -skim and scan for information

LESSON ? (one hours) Compile research and write a news report stating their findings. News reports should be at least one minute and include: -a discussion of the history (from both perspectives) -current belief -current Scientific thought

LESSON ? Film news reports using Green Screen. Select backgrounds for videos.

Assessment/Evaluation
Students will write a news report describing the 'end of world' event (volcano, earthquake, global warming) and whether it is probable based on their research. Students will use evidence from research texts to support their claims. They will identify the location of the event on a map or Google earth. Using Green Screen technology, students will be videotaped giving a news broadcast from the location of the event (mountain, ice cap, etc.).

Create annotated bibliography which reflects website and source evaluation skills.

Resources/Support
[|2012 (the movie)] - Clip [|Land Before Time Earthquake Clip] [|Supervolcano]]] [][|Niribu] - start at 2 minute mark [] - pandemic watch the first few minutes of //Apocalypse 10.5// (YouTube)

//**Research sources**//
[|Astrobiology - NASA] [|Committee for Skeptical Inquiry] [|NASA - 2012] [|NASA - Doomsday] [|NASA - Pole Reversal] [|NASA - Supervolcanoes] [|PBS] Sky and Telescope Magazine: "[|2012: The Great Scare]" [|World Health Organization]

//Databases// Gale Database Grolier (SEE ALSO WEB LINKS!)

__**Documentaries**__ [|NOVA Magnetic Pole Reversal] [|National Geographic Super Volcano] [|Discovery Channel - 2012 Apocalypse - NIBIRU](Discovery Channel series)

Planning Steps

 * 1) Mary - create worksheet for project, including source list
 * 2) Allen - select clips for each phenomena
 * 3) Create rubric together
 * 4) Mary - Do research on each phenomena
 * 5) Allen - gain knowledge of Mayan calendar