by Donna Montaque

Paul Robeson High School for Business and Technology

Brooklyn, NY

Introduction

More intense earthquakes are striking closer to home with disastrous effects! Many are concerned and afraid. The intensity of the earthquakes is higher causing many families to become hungry and homeless, some die and the infrastructure of many countries is destroyed. The lack of organization, finance and supplies leave many countries unprepared for this silent, yet speedy and catastrophic event.

In this web quest, you will seek to identify solutions that third world countries can use to decrease the loss of life and property if another earthquake strikes. You can make a difference! You will present your solutions to the class, the school and then to the United Nations Educational, Scientific and Cultural Council at the next student policy presentation.

Task:

cartoon of two kids talking

You will work in pairs and use the public policy analyst to:

1. Identify the problems resulting from recent earthquakes which occurred in 2010 in the northern hemisphere.

2 Then each pair will develop two new international public policies (using the six steps of the PPA) to address any two of the problems you have identified. You will create a two page typed written report on your findings and proposed policy.

3. Each pair will also develop a power point presentation that provides an overview of their work. Each step of the public policy analyst must be included.

Process

2. Your teacher will arrange you in pairs according to your learning styles and interests.

3. Each pair will use the public policy analyst to complete the following six steps:

§ Step 1: Define the Problem

You need to identify what problems exist after a strong earthquake occurs. What effects does this have on the country and its people?

§ Step 2: Gather data

What proof do you have to bolster your claims? Create a data sheet and graph – if possible to graphically show your data.

§ Step 3: Identify the Causes

Why did the earthquake occur in that location? What are the social, political and financial problems that caused the problems you have identified?

§ Step4: Examine Existing Policy

What are the current policies in place to deal with the problems you have identified? How effective has it been? What restrains are in place that causes problems to the people and the country’s physical structures?

§ Step 5: Develop Policy Solutions

What policies do you propose that will help to save lives and property?

§ Step 6: Select the Best Policy

4. You will create a two page typed written report on your findings and proposed policy in a size 14 font – New Times Roman or Arial may be used. Both partners must work together equally to produce this end product.

5. You will create eight to twelve slides with information, data and pictorial details including maps showing the locations and cause of the earthquakes in the northern hemisphere.

6. In the power point, use the steps of the public policy analyst to complete the task. (See list above)

7. You must include:

ü A Title.

ü The problems and causes identified.

ü The six steps of the PPA.

ü Research with data to substantiate your claims.

ü 9-12 slides to show your findings and your proposed policies to address problems caused by earthquakes.

8. Cite where you got your data using the APA format.

9. (Plagiarism will result in a grade of F for both partners and other disciplinary actions will occur!) Your assignment must be handed in on time. Late assignments will be penalized 10 points off for each day late.

10. Your grammar must be correct. (You will also be graded on this.)

Resources

You may use the following web site links to complete the task ahead:

Causes:

1. http://www.soest.hawaii.edu/GG/ASK/earthquakes.html

2. http://environment.nationalgeographic.com/environment/natural-disasters/earthquake-profile/

3. CVO Website - What Causes Earthquakes?

4. You should also use other resources.

Locations:

1. U.S. Geological Survey Earthquake Hazards Program

2. Magnitude 7.0 - HAITI REGION

3. Web Earthquakes: Global

4. You should also identify and use other resources.

Solutions:

1. Current Events: Chile's 2010 Earthquake Deemed Worst Pacific Region Quake in Fifty Years - Associated Content - associatedcontent.com

2. Preventing Earthquake Disasters: The Grand Challenge in Earthquake Engineering: A Research Agenda for the Network for Earthquake Engineering Simulation (NEES)

3. Social and Human Sciences | United Nations Educational, Scientific and Cultural Organization

4. Preventing Earthquake Disasters: The Grand Challenge in Earthquake Engineering: A Research Agenda for the Network for Earthquake Engineering Simulation (NEES)

5. Other

Evaluation

1. Oral Presentation to class

Rubric for Oral Presentation

Group participation	All members of group answer questions	Most members of group answer questions	One member of group answers questions
Understanding of theory	Answers show a high level of understanding of the theory behind the project	Answers show that most of the theory is understood with a couple of minor misunderstandings	Major misunderstandings of underlying theory
Description of experimental work	Group members could describe accurately what they did and why	Group members could describe most of what they did and why	Group members had trouble describing what they did
Further work	Suggestions for further work are presented and explained	Suggestions for further work are presented	No suggestions for further work are presented

2. Visual Presentation – Power point rubric

§ Rubric

Power point rubric

Students Names __________________________________________________

CATEGORY	4	3	2	1
Required Elements	The power point includes all required elements as well as additional information.	All required elements are included on the power point.	All but 1 of the required elements is included on the power point.	Several required elements were missing.
Labels	All items of importance on the power point are clearly labeled with labels that can be read from at least 3 ft. away.	Almost all items of importance on the power point are clearly labeled with labels that can be read from at least 3 ft. away.	Many items of importance on the power point are clearly labeled with labels that can be read from at least 3 ft. away.	Labels are too small to view OR no important items were labeled.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.	All graphics relate to the topic. One or two borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness	The power point is exceptionally attractive in terms of design, layout, and neatness.	The power point is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The power point is distractingly messy or very poorly designed. It is not attractive.
Grammar	There are no grammatical/mechanical mistakes on the poster.	There are 1-2 grammatical/mechanical mistakes on the power point.	There are 3-4 grammatical/mechanical mistakes on the power point.	There are more than 4 grammatical/mechanical mistakes on the poster.

Date Created: 2003-07-28 By: Mrs. LaCombe-Burby, Teacher

Conclusion

Congrats! You have successfully completed your recommendations of how to decrease the disastrous effects of earthquakes! You will now present this to the United Nations Educational, Scientific and Cultural Council.

Standards:

English Language Arts

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Social Studies

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Mathematics, Science, and Technology

Standard 1: Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop solutions.

Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Standard 5: Technology

Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.