Total Duration: |
Greater than 120 Minutes |
Materials and Resources: |
Student Materials (per student) Notebook paper Pencil Highlighter Sinkholes in Alabama Cause and Effect Graphic Organizer (see attachments) Sinkholes in Alabama PSA Checklist (see attachments) Student Technology Materials (one per group or per class) Device capable of capturing video (iPad, smartphone, video camera, etc.) Teacher Materials Sinkholes in Alabama PSA Checklist (see attachments) Sinkholes in Alabama PSA Rubric (see attachments) Website Links Used in Lesson (to be copied prior to lesson if internet-capable devices are unavailable to students) "Sinkholes: When the Ground Collapses" from whyfiles.org "Sinkholes in Alabama" from the Geological Survey of Alabama (GSA) "Special Report: Sinkhole Shock" from WSFA Montgomery "Why Sinkholes Open Up" from National Geographic "Sinkholes" from United States Geological Survey (USGS) |
Technology Resources Needed: |
Student Technology Resources An internet capable device to view informational text (if available) Device capable of capturing video (iPad, smartphone, video camera, etc.) Teacher Technology Resources Teacher computer with internet access Interactive whiteboard and/or projector with ability to project sound Website for teacher background information: "Sinkholes-Where and Why They Form" from adventuresingeology.com Website for teacher background information: "My Tube: Changing the World with Video Public Service Announcements" from readwritethink.org Video clip from YouTube for before strategy-"Caving at Neversink Pit, Alabama" (2:11) Website for after strategy and acceleration: "Our Campaigns" from adcouncil.org Website Links Used in Lesson "This is Undeniable Proof That Everyone Must Visit the Most Photographed Spot in Alabama" from onlyinyourstate.com "Sinkholes: When the Ground Collapses" from whyfiles.org "Alabama Sinkholes" from ArcGIS "Sinkholes in Alabama" from the Geological Survey of Alabama (GSA) "Special Report: Sinkhole Shock" from WSFA Montgomery "Why Sinkholes Open Up" from National Geographic "Sinkholes" from United States Geological Survey (USGS) |
Background/Preparation: |
Alabama's topography consists of solvent sedimentary rocks, such as limestone, gypsum, and salt, and a vast network of underground rivers called aquifers. This groundwater can easily dissolve the sedimentary rocks, which makes Alabama a hotbed of caves and sinkholes. A sinkhole forms when underground sedimentary rocks are slowly dissolved by groundwater. Eventually, the weight of the ground's surface becomes too great, and the Earth's surface caves in, creating a sinkhole. This website provides additional details about sinkhole formation, as well as a diagram: "Sinkholes-Where and Why They Form" from adventuresingeology.com Students need to possess a basic understanding of the three main rock types: igneous, metamorphic, and sedimentary. Igneous and metamorphic rocks tend to be more durable, while sedimentary rocks are easily broken and dissolved. The solubility of sedimentary rocks creates caves and sinkholes in various locations. This lesson will require students to work in partners or small groups for the final project, a video public service announcement (PSA). The teacher should have procedures in place for students working collaboratively in groups. This lesson will require the teacher to be knowledgeable about the technology used to create the video PSA at the conclusion of the lesson. The PSA can be created with any device capable of capturing video, such as an iPad, smartphone, video camera, etc. The teacher should familiarize him/herself with the device before implementing the lesson with students. If video editing equipment or programs are available, they could be utilized during this lesson. This lesson will focus on creating a PSA in a video format, however, if the teacher does not have access to the technology devices required to implement this project in the classroom, the students could create a PSA in a print format (see the website from the Ad Council to view examples of print PSAs). The following websites provide additional information about creating PSAs in the classroom: "My Tube: Changing the World with Video Public Service Announcements" from readwritethink.org "Our Campaigns" from adcouncil.org |
Before Strategy/Engage: 20 minutes 1. Show students the video clip from YouTube: "Caving at Neversink Pit, Alabama" (2:11). After students watch the video clip, pose the question, "How did Neversink Pit form?" At this point, accept all student answers. Note: There are additional pictures and information about Neversink Pit on this website: "This is Undeniable Proof That Everyone Must Visit the Most Photographed Spot in Alabama" from onlyinyourstate.com. 2. Students will need a copy of the article "Sinkholes: When the Ground Collapses" from whyfiles.org. Alternatively, the students could access this article on an internet-capable device. 3. Before students begin to read, tell them that Neversink Pit is actually a limestone sinkhole. As students read the article independently or with a partner, students should write the answers to the following questions on their notebook paper. Alternatively, the students could highlight the answers in the text.
4. After students finish reading the article, the teacher should lead a class discussion on students' answers to the questions. During Strategy/Explore & Explain: 60+ minutes 1. If students have access to a digital device, they can complete this step independently. If the students do not have access to digital devices, the teacher can show the website on the board. Go to "Alabama Sinkholes" from ArcGIS, click "Open in Map Viewer", then type your city's name into the search box. This interactive map will allow students to view the sinkholes in/near their city. If you are unable to find any sinkholes close to your city, you can "zoom out" until a sinkhole comes into view. 2. Tell students they will research the causes and effects of sinkholes in the state of Alabama and create a video Public Service Announcement (PSA) to raise awareness of sinkhole dangers. 3. Students will need access to the articles listed in the materials section. Students may use a printed copy of the article or access the article online using an internet-capable device. 4. Students will read the articles while completing the Sinkholes in Alabama Graphic Organizer (see attachments). This graphic organizer will require students to research both the natural and human-made causes and effects of sinkholes in Alabama. "Sinkholes in Alabama" from the Geological Survey of Alabama (GSA) "Special Report: Sinkhole Shock" from WSFA Montgomery "Why Sinkholes Open Up" from National Geographic "Sinkholes" from United States Geological Survey (USGS) Note: Depending on students’ abilities, the teacher may wish to read the articles and complete the graphic organizer as a whole class, or model this skill one time before allowing students to read the articles independently or with a partner or small group. In addition, the teacher may wish to require students to cite the articles used during the lesson in MLA or APA format to include in a bibliography page for students' final project. After Strategy-Explain & Elaborate-60+ minutes 1. Before students begin to create their PSAs, the teacher may wish to show examples of professionally-created PSAs. The following website provides a list of PSA campaigns from the Ad Council. "Our Campaigns" from adcouncil.org 2. The students should be split into partners or small groups for the next portion of the lesson. There are many options for groupings, depending on the teacher's needs. If students are grouped into partners, one student can film, while the other student presents the PSA, then the students can swap roles. If students are divided into small groups (3-5 students), each student can be assigned a particular role in the PSA (videographer, actor, writer, etc). 3. Before students begin work on creating their PSA, the teacher should present students with the grading rubric (see attachments). 4. Students should begin by writing a script for their PSA, being sure to include facts and details from their prior research. In their script, students should plan what props they would like to use during the PSA (such as pictures, photographs, maps, quotes, etc). 5. After completing their scripts, the students and teacher should check the script using the "Sinkholes in Alabama PSA Checklist" (see attachments). The teacher may wish to copy the checklist front and back, and use one side as a student self-check and one side as a formative assessment (for the teacher to provide feedback). 6. After receiving feedback from the teacher via the checklist, the students should have an opportunity to revise and edit their scripts as needed before beginning filming. 7. After the students have completed the final draft of their scripts, the students should film their PSAs. Ideally, after filming, the teacher would show the entire class each student's or each group's final PSA. |
Assessment Strategies |
Formative Assessment Students' note-taking during the before strategy will be informally assessed through a class discussion. The teacher should informally assess students' notes that are taken on the "Sinkholes in Alabama Cause and Effect Graphic Organizer" to ensure students are taking factual and complete notes. The teacher should ensure students are including content- and domain-specific vocabulary in their notes to demonstrate understanding of the scientific text. The teacher should provide feedback on the students' scripts using the "Sinkholes in Alabama PSA Checklist". Summative Assessment The teacher will formally assess the students' final product, the video PSA, using the "Sinkholes in Alabama PSA Rubric" to determine if students can communicate information about significant geologic characteristics (e.g., sinkholes) that impact life in Alabama and the southeastern United States. |
Acceleration: |
After students create a video PSA, students requiring acceleration opportunities could create a correlating print or website PSA on the same topic. The Ad Council website provides an example of professionally-created PSA campaigns that include video, print, and website components. "Our Campaigns" from adcouncil.org |
Intervention: |
Students requiring intervention may require additional scaffolding from the teacher or a peer during the research and note-taking phase of this lesson. The teacher should ensure that students requiring intervention strategies are partnered or grouped with a peer that can provide assistance during the after portion of this lesson. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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