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Name ______________________________________________ Date __________
SCI Teacher / Period __________________ LA Teacher / Period _______________
CATASTROPHIC EVENT RESEARCH PROJECTInformative-Explanatory Performance Task:You will research a major past or ongoing catastrophic event. It is your task to write an essay that describes
1. what happened during the event, 2. the causes of the event, and3. the impacts of the event on the community, society at large, and/or the natural environment.
Common Core Standards for English Language Arts:Reading Standards for Informational Text: RI 7.1; 7.2; 7.3; 7.4; 7.8; 7.9 Writing Standards: W 7.2 a-f; 7.4; 7.5; 7.6; 7.7; 7.8; 7.10Speaking and Listening Standards: SL 7.1; 7.2; 7.4Language Standards: L 7.1; 7.2; 7.3; 7.4Reading Standards for Literacy in History/Social Studies: RH 6-8.1; 2; 4; 8; 9Reading Standards for Literacy in Science: RST 6-8.1; 2; 4; 8; 9 Writing Standards for Literacy in History/Social Studies and Science: WHST 6-8.2a-f; 4; 5; 6; 7; 8; 9
Catastrophic Event Project Timeline and Due Dates:Science LA Component
1.12.15 Project introduced; choose a catastrophic event to research
1.12, 1.13, & 1.14
Research days to complete PowerPoint prewrite – print one copy for LA teacher. (Copy to Science – TBA)
1.20-1.30 Explanatory Writer’s Workshop to prewrite, edit, and revise
2.2-2.5 Lab time to revise and publish research paper
2.12 2.12 Final essay DUE
3.9-3.13 3.9-3.13 Graded essay / research paper returned and scores entered into Family Access
Resource Tools:Web tool for citing sources: http://citationmachine.net/index2.php (MLA format)www.fofweb.com/Science/Microsoft Word
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Informative-Explanatory Writing RubricSample Generic 4-point Informative-Explanatory Writing Rubric (Grades 6 - 11)
Score
Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence
ConventionsStatement of Purpose/Focus(Thesis/Claim)
Organization Elaboration of Evidence(Research)
Language and Vocabulary
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The response is fully sustained and consistently and purposefully focused: controlling idea or
main idea of a topic is focused, clearly stated, and strongly maintained
controlling idea or main idea of a topic is introduced and communicated clearly within the context
The response has a clear and effective organizational structure creating unity and completeness: use of a variety of
transitional strategies logical progression of
ideas from beginning to end
strong connections among ideas, with some syntactic variety
The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: Use of evidence from
sources is smoothly integrated, comprehensive, and concrete
Effective use of a variety of elaborative techniques
The response clearly and effectively expresses ideas, using precise language: Use of academic and
domain-specific vocabulary is clearly appropriate for the audience and purpose
The response demonstrates a strong command of conventions: few, if any, errors are
present in usage and sentence formation
effective and consistent use of punctuation, capitalization, and spelling
3
The response is adequately sustained and generally focused: focus is clear and for
the most part maintained, though some loosely related material may be present
some context for the controlling idea or main idea of the topic is adequate
The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of
transitional strategies with some variety
adequate progression of ideas from beginning to end
adequate introduction and conclusion
adequate, if slightly inconsistent, connection among ideas
The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details: Some evidence from
sources is integrated, though citations may be general or imprecise
Adequate use of some elaborative techniques
The response adequately expresses ideas, employing a mix of precise with more general language: Use of domain-
specific vocabulary is generally appropriate for the audience and purpose
The response demonstrates an adequate command of conventions: some errors in usage
and sentence formation may be present, but no systematic pattern of errors is displayed
adequate use of punctuation, capitalization, and spelling
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The response is somewhat sustained and may have a minor drift in focus: may be clearly focused
on the controlling or main idea, but is insufficiently sustained
controlling idea or main idea may be unclear and somewhat unfocused
The response has an inconsistent organizational structure, and flaws are evident: inconsistent use of
transitional strategies with little variety
uneven progression of ideas from beginning to end
conclusion and introduction, if present, are weak
weak connection among ideas
The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details: Evidence from sources is
weakly integrated, and citations, if present, are uneven
Weak or uneven use of elaborative techniques
The response expresses ideas unevenly, using simplistic language: Use of domain-
specific vocabulary that may at times be appropriate for the audience and purpose
The response demonstrates a partial command of conventions: frequent errors in
usage may obscure meaning
inconsistent use of punctuation, capitalization, and spelling
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The response may be related to the topic but may provide little or no focus: may be very brief may have a major drift focus may be
confusing or ambiguous
The response has little or no discernible organizational structure: few or no transitional
strategies are evident frequent extraneous ideas
may intrude
The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details: Use of evidence from the
source material is minimal, absent, in error, or irrelevant
The response’s expression of ideas is vague, lacks clarity, or is confusing: Uses limited
language or domain-specific vocabulary
May have little sense of audience and purpose
The response demonstrates a lack of command of conventions: errors are frequent
and severe and meaning is often obscure
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Catastrophic Event Topics
Earthquakes
1989 Loma Prieta Earthquake1999 Turkey Earthquake1906 San Francisco Earthquake1964 Alaska Earthquake1995 Kobe, Japan Earthquake1994 Northridge, CA Earthquake1976 Tangshan, China Earthquake2008 Sichuan, China Earthquake2010 Haiti Earthquake2011 Fukushima, Japan
Floods
1981 Memorial Day Flood, Central Texas1953 Netherlands1996 Saguenay River Valley Flood, Quebec1989 Johnstown Flood, Pennsylvania1976 Big Thompson Flood, Colorado2010 Flooding in Pakistan1996 Great Midwestern floods2000+ Drought in the American Southwest2006 Sidoarjo Mud Flows
Landslides
1903 Turtle Mountain, Alberta, Canada1919 Kelut Larhars, Kelud, East Java, Indonesia1920 Veracruz, Mexico (Rio Huitzilapan)1933 Diexi, Mao County, Sichuan, China1964 Seward, Alaska1970 Yungay, Peru (Nevado Huascaran debris avalanche)1983 Thistle, Utah2007 Chittagong, Bangladesh
Storms
1998 Ice Storm: Northeast United States1998 Hurricane Mitch2005 Hurricane Katrina2008 Hurricane Ike1989 Hurricane Hugo2005 Hurrican Rita
Tornadoes1965 Palm Sunday Tornadoes, United States2011 Alabama Tornadoes, United States1925 Mid – West, United States
Tsunamis2004 Christmas Tsunami, Indonesia1964 Alaska Tsunami2011 Fukushima, Japan
Volcanic Eruptions
1991 Mt. PinatuboA.D.79 Mt. Vesuvius, Pompeii, Italy1815 Mt. Tambora1943+ Paricutin, Mexico1983+ Kilauea, Hawaii
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Research NotesName of catastrophic eventType of catastrophic eventDate(s) when catastrophic event occurred
Place(s) where catastrophic event occurred
Description of event –who, what, when, where, why, how, etc.
Cause(s) of catastrophic event –the science behind what happened
Effects on Society – geological ramifications:How did the event impact the environment?
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Personal Losses –How many people died, injured, displaced?
Financial Losses –How much did it cost to repair the damages?
What scientific discoveries were made as a result of the event? How did the event change history?
Anecdote –A quote or short paragraph from someone who experienced the event (in your own words).
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Human Solutions(to the ongoing event)
Works Cited:Keep track of your resources throughout the research process. Use the chart below to record your information. This information will then be used to help you create the bibliography, MLA format.
Resource Title Details (author, publishing company, copyright date, URL, etc.)
1.
2.
3.
4.
Book References: Title Author Publishing company Copyright date
Internet References: Author (if available) Publishing web site name (this is the title on the home
page of the web site) Publishing organization (usually found on the home
page of the web site) Date published or revised
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URLWeb tool for citing sources: http://citationmachine.net/index2.php
List of resources with works cited information (Make sure you have at least one book.):
1. ________________________________________________________________________________________________________________________________________________________________________
2. ________________________________________________________________________________________________________________________________________________________________________
3. ________________________________________________________________________________________________________________________________________________________________________
4. ________________________________________________________________________________________________________________________________________________________________________
Example:
Works Cited
"Northeastern Ice Storm." New York Times. New York Times Company, 01/14/1998. Web. 24 Jan 2012. <www.nytimes.com>.
Tolonen, Polly. "Icy." Times. 05 26 2009: 100-111. Web. 24 Jan. 2012. <www.TimesArchive.net>.
Tolonen , Steph. Ice Storms are Cold. Illinois: Tolonen Co., 2012. 258. Print.
Works Cited Page Reminders: Alphabetized Works should not be bulleted, nor numbered Use a reverse indent as instructed and shown above. Single-space your resources Size 12 font, Times New Roman Last page of your essay / research paper Use Citation Machine and select MLA format.
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Catastrophic Events Pre-Write for Body Paragraphs Name:__________________________ Period:___ Date Assigned:_______ Due Date:_______
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Thesis/Claim StatementA thesis statement is one of the most important parts of your essay. It tells the reader in ONE SENTENCE what the entire essay is going to be about. Example thesis statement:
Using the above example about last year’s snow storm, the essay would have 5 paragraphs. The first paragraph (introduction) would include a “hook” to catch a reader’s attention or interest. It would begin with an anecdote about a personal memory of the storm. The first paragraph would end with the thesis / claim, “The Puget Sound Snow Storm of 2014 was a critical event in the area’s history because it left local businesses without customers, ruined hundreds of homes, and eventually led to a major power outage.”
The first body paragraph would begin with a topic sentence about the loss of local business. The rest of the paragraph would all support the statement that businesses lost customers, and the economy in the Pacific Northwest suffered. The final sentence would include a summary and a transition. (Example: “Not only was the local business world at a loss for customers, but many homes were also destroyed during the devastating snow storm.”)
The second body paragraph would begin with a topic sentence about the numerous homes that were ruined. (Example: “Hundreds of Puget Sound residents found themselves living in homes that were ravaged by the storm.”) The rest of the second body paragraph would contain facts, examples, and proof that supports the topic sentence. The paragraph would end with a summary and a transition.
The third body paragraph would follow the same pattern.
The concluding paragraph would begin by re-stating the thesis, but in a different way. (Example Rephrased Thesis / Claim: “Due to the massive power outage, the loss of local business and the destruction of homes, the Puget Sound Snow Storm of 2014 greatly affected the area’s history and its ability to cope with devastation.”)
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The Puget Sound Snow Storm of 2014 was a critical event in the area’s history because it left local businesses without customers, ruined hundreds of homes, and eventually led to a major power outage.
TOPIC: Puget Sound Snow Storm of 2014 Body Paragraph #1: local businesses lost a lot of business Body Paragraph #2: hundreds of homes were ruined Body Paragraph #3: eventually led to a major power outage
For your informative-explanatory essay, your thesis / claim needs to… Identify the catastrophic event (topic). Provide a phrase about what is in each of your body paragraphs. Possible Format: Topic + because + Effect 1, Effect 2, Effect 3 Possible Format: Cause + linking word + Fact 1, Fact 2, Fact 3
Example:
1. Now it is your turn. Write the ‘topic’ of your essay in a short statement.
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2. Now, list three fact statements (effects) that you want to write about in your essay.
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3. Combine it all into ONE SENTENCE and you have the THESIS / CLAIM for your essay!
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The Puget Sound Snow Storm of 2014 was a critical event in the area’s history because it left local businesses without customers, ruined hundreds of homes, and eventually led to a major power outage.
TOPIC/EVENT: The Puget Sound Snow Storm of 2014
BP#1: left local businesses without customers
BP#2: ruined hundreds of homes
BP#3: led to a major power outage
Catastrophic Events Essay: Introduction
Explanatory Essay (Research Report) Introductory Paragraph Pre-Write
My catastrophic event (essay topic) with year:
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Type of an event:
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Anecdote: to catch readers’ attention and hook them (refer to page 6 and/or slide 11):
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Thesis/Claim Statement (use the one you created on the last page):
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The introductory paragraph is created by putting all of these
elements together.Structured Paragraph
Topic Sentence: A detail from the thesis / claim; should leave the reader with a how or why question
Concrete Detail: Fact or quote supporting the topic sentence
Concrete Detail: Fact or quote supporting the topic sentence
Concrete Detail: Fact or quote supporting the topic sentence
Concluding/Transition Sentence: Restates the prompt and transitions to the next paragraph
Body Paragraph 1: Topic Sentence: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Concrete Detail 1: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Concrete Detail 2:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Concrete Detail 3:
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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Concluding/Transition Sentence: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Body Paragraph 2: Topic Sentence: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Concrete Detail 1: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Concrete Detail 2:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Concrete Detail 3:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Concluding/Transition Sentence: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Body Paragraph 3: Topic Sentence: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Concrete Detail 1: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Concrete Detail 2:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Concrete Detail 3:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Concluding/Transition Sentence: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Paragraph 5: Conclusion
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Conclusion: Your final paragraph should wrap up the essay and support the information that is presented.
Sum up ideas & restate the thesis / claim. Reflect on the event. Include possible solution (slide 13). Make a prediction for the future. Leave the reader “thinking” about something.
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Formatting Details for Your Informative-Explanatory Essay Size 12 font, Times New Roman font Double-spaced 1 inch margins No folder or portfolio needed – Staple pages with a cover sheet. Title Page / Cover Sheet (first page )
o Name of Catastrophic Evento Your first & last nameo Science teacher’s last name and periodo Languages Arts teacher’s last name and periodo Due date (Feb. 12, 2015)
Works Cited Bibliography (last page)
A sample essay and a sample essay template have been posted on your LA teacher’s Connect site. You can erase the information on the sample template and replace it with your own work. Once you change the information and add in your own details, you’ll have to save it to your Studdirs account or a USB. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Breakdown of Scores & AssignmentsLanguage Arts Assessment: Essay (60% of grade)
See Smarter Balanced Informative-Explanatory Performance Task Writing Rubric on page 2:-Purpose / Organization (4 pts. x 4 =16 )-Conventions (2 pts. x 2 = 4)
__________/20 Points
Language Arts Writer’s Workshop Assignments (30% of grade) Catastrophic Events pre-write (page 8) __________/10 Points Thesis / Claim statement worksheet (page 10) __________/10 Points Introduction (page 11) __________/10 Points Body Paragraphs – 5 points each (pages 12 – 14) __________/15 Points Conclusion (page 15) __________/10 Points
Science Assessment: Essay (60% of grade) See Smarter Balanced Informative-Explanatory
Performance Task Writing Rubric on page 2:-Evidence / Elaboration (4 pts. x 4 = 16)
__________/20 Points
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--Works Cited (4 pts. separate from the rubric)
Important Note: On February 12, please have your essay already ‘saved’ and also printed out, stapled & ready to turn in when you walk into class. You may NOT ‘save’ or print in class on the due date. Should you need to come in early to save/print your essay, the library opens at 7:20 AM.
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