Your classroom group should consist of 4 people. Each person will take on a role. Choose from an eyewitness, a scientist, a news reporter, or a cartographer. If you can not agree, then put 4 folded pieces of paper with these jobs written on them in a paper cup and draw one out. Once jobs have been assigned, then read your responsibilities:

This student will look for actual pictures, video tapes, news clippings, and Internet sites of actual earthquakes. They will need to be able to describe an incident, know how to take precautionary measures, and may have actual personal experiences to share. This person may even know someone who has survived an earthquake.

The scientist will be responsible for research documentation. They need to gather the statistics. The scientist can explain knowledge about the whys and hows of earthquakes. The scientist will be knowledgeable about earthquakes: its causes, its effects, its magnitude and or intensity, and the likelihood of its recurrence, if known.

The news reporter will be responsible for proofing written material, checking out sources, determining fact from opinion, and merge group information to explain the who, what, where, when, and how about earthquakes.

The cartographer is responsible for the charting of earthquake locations on maps. The job is to assess human and environmental costs of earthquake damage. This person will help the other members of the group compare and contrast the results of seismic activity throughout the world and throughout history by recording occurrences on timelines or charts.

*Now choose 1 of these people to be the chairman of the group. This person will keep everyone on task and move the group from one task to another. This person should be a very computer literate person.

Student Earthquake Projects Display
Check here in a few months to see actual Project Displays. If you wish to share some of your earthquake knowledge and projects from your school. Then email me and we'll link to your page from here.

	Content Based Web Site Rubric for grading Earthquake Unit Objectives
	1	2	3	4
Layout/ Design	Narrative is unattractive. Text is difficult to read. Paper is not white. Ink is not black or blue. It is not typed. Report may be out of sequence or wrinkled.	Narrative is neat, but missing graphs, title, or information to make it valuable to the reader. Narrative may lack certain teacher requirements such as final draft proofreading in evidence	The pages are eye-catching and attractive. Text is easy to read. The graphics, graphs, and title are appropriate.	The pages are creatively designed with graphics and tables. Information is very valuable to reader and carefully presented.
Information	Information is poorly written, inaccurate, or incomplete. (1 or less info pages)	Some information is provided, but is limited or inaccurate. (2 info pages)	Information is well written and interesting to read. (3 info pages)	Information is accurate and complete, is creatively written, and is cleverly presented. (4 or more info pages)
Sources / Bibliography	Only one source for information is used.	Only one type (library or internet) of source is used.	Both library sources and internet sources are used.	A variety of library and internet sources are used.
Bibliography	No listing of sources is provided.	Some sources are listed.	All sources are listed.	All sources are listed in proper bibliography form.
Following Classroom Guidelines	Students are often out of their area without permission and are disruptive to the class.	Students occasionally leave area without permission.	Students stay in their area and talk quietly to their own partner only.	Students are always on task, stay in their own area, and work quietly.
Graphics	Graphics are not well done. They were quickly illustrated without much thought given to objectives.	Graphics could be neater and more informative. May be more white space than informative information.	Graphics are neat and informative. May be one person's attempt. Graphics may be an attempt at art rather than to achieve class objectives.	Graphics very neat and informative. Appears to be a group effort. Several mediums used and talent of the individuals of group was demonstrated.
Model	Model is quickly done without thought to procedure, method, or materials. A group effort is not evident.	Model is completed, but lacks a team effort. Model may be messy, incomplete, or simply a rushed or unorganized attempt.	Model shows a great deal of effort from the team. It is complete, accurate, and neat. It demonstrates an understanding of concepts learned. It is not an outstanding project, but one that is very good.	An outstanding model! One that is neat, complete, and accurate. A model that demonstrates a team effort with much time involved.