Killer Quakes - McGraw-Hill Education · A table of article information for the main articles Text...

Winners! teacher notes adhere to the following format:

A general introduction to the book

A table of article information for the main articles

Text Type Science Concepts VocabularyNot Glossarized

Visual Literacy Features

High-Frequency Words

Phonics Revision

A table of outcomes, activities, and assessment for the main articles

Language Mode Outcome DemonstrationMaterials

Student Task Assessment

A suggested teaching sequence for each article. The teaching sequence for the main articles has sections for before, during, and after reading. Within these, there are opportunities for you to demonstrate and teach, and for the students to apply learning. The notes also contain overhead transparencies for demonstration and blacklines for the students to complete.

A wrap-up of the book

Killer Quakes

Earth ScienceLandforms

Changing Earth’s Surface

Killer Quakes – �

Killer QuakesIntroduce the Book

Read the title to the students and have them look at the cover photo. Discuss this photo as it relates to the title. Introduce the discussion by asking questions such as:

What is a quake?What do you think has happened in this photo? Is this a good cover photo for a book with this title? Why or why not?Why is the man dressed the way he is? What do you think he has been doing?What kind of place is the man in?

Ask the students to share what they know about earthquakes. Have them tell you if they have ever experienced an earthquake. If so, what was it like? Have the students turn to the contents page. Revise the purpose of the table of contents. Ask the students to share all the information they already know about earthquakes. Fill in the brainstorm map OHT (on page 18) with their responses.Have the students turn to pages 2–3 to establish a purpose for reading. Read the questions with the students. If they answer yes to any of the questions, invite them to share their information so you can add it to the brainstorm map. If they answer no to any question, explain that as they read the book you will add their new knowledge to the brainstorm map.Ask the students to read chorally the words at the bottom of the page. Demonstrate how to use the pronunciation guide. Have the students read chorally the words five times to become fluent with the pronunciation.Invite the students to turn to the glossary on pages 30–31. Have them look at the photos and read the glossary word and definitions. Write on the board any words in the glossary definitions that students do not know the meaning of, for example: core, crust, force. Tell the students that they need to reinforce the meaning of these words as they read.


EarthquakesArticle Information

Text Type Science Concepts

VocabularyNot Glossarized



Phonics Revision

Feature Article Earth’s landforms can change quickly.Earthquakes can change Earth’s surface in minutes.An earthquake can cause a tsunami.Earthquakes can cause untold damage.

beaches, bridges, buildings, crack, crust, diagram, earthquake, layer, mountains, mud, riverbanks, rivers, seconds, shake, surface, wave

PhotosLabelled diagramsMap

after, another, change, just, know, most, move, other, people, time

Initial blends: break, bridges; crack, crust; flood; from; ground; plates; slabs; slide; start; through

Outcomes, Activities, Assessment



Vocabulary Determine related words and concepts.

Word web OHT Fill in the word web.

Word web

ReadingComprehension

Evaluate new information by testing it against known information.

Information chart OHT

Read the article. Completion of own information chart

Writing Strategies/Applications

Write a summary containing main idea of chapter and significant information.

Tree map OHT Write a summary. Appropriateness of information in summary

Speaking and Listening

Present the summary, using volume, phrasing, and pace to enhance meaning.

Rehearse and present summary written as writing task.

Quality and appropriateness of presentation


Before ReadingIntroduce the Text and Build Background

Have the students turn to page 4 of the book and read the title of the article. Revisit the discussion of the cover to discuss earthquakes further. Have the students share any further information they now have on earthquakes. Add any new ideas to the brainstorm map. Allow students to add any further information to their individual information charts.

Demonstrate Reading Outcome

Tell the students that a good way to understand and evaluate new information is to clarify what you already know. Use the information chart graphic organizer OHT (on page 19). Have the students turn to pages 4–5. Think aloud how you will use the title and the photos on these pages to clarify what you already know about earthquakes. Write a bulleted list in the Known Information column of the OHT, for example: Earthquakes are very powerful Earthquakes destroy buildings Earthquakes ruin people’s lives

Turn the pages and continue thinking aloud to the end of the article, using the subheadings, diagrams, and map to clarify what you know about earthquakes. Hand out the information chart graphic organizer and ask the students to fill in the first column independently, using what they already know, just as you demonstrated.

During ReadingReview Glossary Vocabulary

Have the students leaf through the article again, looking for the bold-faced words. Have the students read the words to reinforce the pronunciation. Then invite the students to give the meaning of the words or refer back to the glossary to refresh their memories.

Demonstrate Vocabulary Outcome

Tell the students that they can gain a better understanding of vocabulary by looking at the ways in which words and concepts are related. Tell them you are going to fill in a word web as an example. Ask the students to look at page 6. Write Earth’s Layers in the centre of the word web OHT (on page 20). Then write the related words from the diagram in the word web bubbles, explaining that they are all related to Earth’s layers. Tell the students that, after they have read the Feature Article, they will be filling in their own word webs.

Known Information New Information Evaluation


Teach Reading Outcome

Have the students read page 4. Ask them to evaluate the information on that page. Is it the same as the information that they have listed on their information charts? Have them add any new information to the second column on the chart. Have the students read page 5.

Apply Reading Outcome

Ask the students to read the rest of the article, adding new information to their charts as they read.

After ReadingApply Reading Outcome

Ask the students to share what they learned from reading the article. Have them share how much they already knew and how much information was new. Ask the students to evaluate the new learning. How did it help them extend their knowledge of earthquakes? Discuss the concepts of mantle and plates. What is the relationship between them? Did the author explain how they are connected well? Have the students complete the last column of their information charts. Demonstrate how to fill in the third column, thinking aloud if necessary.

Apply Vocabulary Outcome

Hand out the word web (on page 20). Have the students write plates in the centre. Invite the students to look at pages 7 and 8. Have them pick out words from the text they think are related to plates. Ask them to write these words in the idea web bubbles.

Demonstrate Writing Outcome

Use the tree map OHT (on page 21). Tell the students that you are going to show them how to use this graphic organizer to plan a summary of the first chapter. Think aloud as you complete the tree map. For example:The author was trying to write a general introduction to earthquakes, so I’ ll write earthquakes at the top. They wrote about the effects of an earthquake, so I’ ll write effect in one of the branches below. The effects include cracks opening in the ground and mud sliding down mountains. I’ ll write these two effects in two separate branches below effect. The auther also wrote about how earthquakes happen, so I’ ll start another branch below earthquakes called cause.Continue in this way until all appropriate points are covered. Tell the students that you now have a plan to write a short summary from. Then write a short summary, using the information in the descending branches of the organizer to sort your sentences into appropriate order. Think aloud as you complete it.


Apply Writing Outcome

Have the students fill out their own tree map graphic organizer as you showed them. Then invite them to write their own summary of the article, as you just did.

Demonstrate Oral Language Outcome

Present your summary to the class, using volume, phrasing, and pace to enhance meaning.

Apply Oral Language Outcome

Have the students present their own summary to the class.

High-Frequency Words and Phrases

Teach or revise high-frequency words and phonics as necessary.


How Do Scientists Measure Earthquakes?Article Information

Text Type VocabularyNot Glossarized



Phonics Revision

Explanation centre, crust, machine, measure, scale, scientist, seismograph, strong, strongest, waves, weakest

PhotosDiagram

move, much, number, show, than, time, where

Initial blends: break, bridges; crack, crust; flood; from; ground; plates; slabs, slide; start; through


Language Mode Outcome Student Task Assessment


Extracting information from factual text.

Read the article and answer questions.

Questions answered correctly


Use various reference materials as an aid to writing.

Write a research report.

Quality and appropriateness of report, as well as correct use of reference materials


Have the students turn to page 10 and read the title of the article. Ask them if they know how scientists measure earthquakes. Invite them to come up with some suggestions.

During ReadingTeach Reading Outcome

Ask the students to read page 10. Tell them that when they have read the paragraph you are going to ask them some questions. They need to read carefully and look at the photo on the page to help them with comprehension.



After the students have finished reading, ask the following questions: What machine do scientists use to measure earthquakes? What does the machine draw? What do the wavy lines represent? What do the lines tell the scientists? What scale do scientists use to measure how strong an earthquake is? What do the numbers on the Richter scale mean? How many times stronger is an earthquake that measures 10 on the Richter Scale than one that measures 9?


Inform the students that they can use a dictionary, a thesaurus, an encyclopedia, and the Internet to access more information about how scientists measure earthquakes. Tell them you are going to show them how to find more information about seismographs. Tell them you will use this extra information, as well as the information in the text, to write an extended report about seismographs. Use any or all of the research materials to find new information about seismographs, explaining as you go. Then write a more detailed report explaining exactly what seismographs do.


Tell the students they are going to write a more detailed report about the Richter scale. Invite them to use the sources you showed them to access extra information. Then have them write a report, similar to the one you already showed them.

High-Frequency Words and Phrases

Teach or revise high-frequency words and phonics as necessary.


Killer EarthquakesArticle Information



Table Earthquakes can cause untold damage.

PhotoTable





Extract information from the table.

Table Use the table to answer questions.

Answer questions correctly.


Use the correct word order in written sentences.

Write sentences using information from the table.

Correct information and coherency


Have the students turn to pages 12–13. Tell them to read the title on page 12 and look at the table on page 13. Have them guess what this article will be about.


Ask the students to read the text on page 12. Then invite them to look more closely at the table on page 13. Explain the table headings and tell them the information is arranged chronologically, from top to bottom.Tell them that once they have finished reading they will have to answer questions about the table.



After the students have finished reading, ask them the following questions: Which earthquake killed the most people? Which was the earliest earthquake? Which country has had the most earthquakes? Which was the worst earthquake after 1900?


Tell the students they are going to use the information in the table to write short sentences. Explain that they can write anything they like, as long as it is appropriate to the information. Write some simple sentences as examples, thinking aloud as you go along. For example, write: In 1755, an earthquake in Lisbon, Portugal, killed 70,000 people. A total of 255,000 people died in an earthquake in Tangshan, China, in 1976. An earthquake in 1923 killed 142,800 people in Japan’s Kanto Plain.

Then write some sentences comparing the information in the table. For example: China’s worst earthquake happened in 1556 in Shanxi, when 830,000 people died. The most devastating earthquake in the last 100 years happened in Southern Asia in 2004, when 280,000 people died.


Have the students write their own sentences. Ask them to write three of the first kind you demonstrated, and two of the second kind.

Killer Quakes – �0

TsunamiArticle Information



Map An earthquake can cause a tsunami.Earthquakes can cause untold damage.

Aerial photosMaps





Use map diagram to extract information from the text.

Hierarchy organizer OHT

Use map diagram to rank countries.

Correct completion of hierarchy organizer


Write an information report. Multi-flow map OHT

Write an information report about the 2004 tsunami.

Quality and appropriateness of report


Have the students turn to page 14 and read the title of the article. Ask them if they know what a tsunami is. Invite them to tell you if they can remember any tsunami that has been in the news. Where was it and what harm did it cause?


Ask the students to read pages 14–15. Tell them you are going to show them how to use the main map to rank the countries in order of the worst affected by the tsunami. Explain to the students that the worst affected country is the one closest to the centre of the tsunami wave. The least affected is the one farthest away from the wave. Use the hierarchy organizer OHT (on page 22). Show them that Indonesia is the closest country to the centre of the wave. Write Indonesia at the top of the hierarchy organizer. Show the students that Tanzania is the country farthest away. Write Tanzania at the bottom of the hierarchy organizer. Tell them that, after they have finished reading, they will fill in the rest of the hierarchy organizer.

Killer Quakes – ��

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After the students have finished reading, give them each a hierarchy organizer. Ask them to fill the organizers in, starting with the worst affected country at the top and finishing with the least affected country at the bottom.


Inform the students that they are going to use a multi-flow map to write an information report about the 2004 tsunami. Use the multi-flow map OHT (on page 23). Write tsunami in the centre box. Explain that the multi-flow map will show causes and effects of the tsunami. Explain to the students that they will have to do some research to find more information about the tsunami to be able to fill in the map. Use information from your own research, as well as the text, to write some of the causes of the tsunami in the boxes on the left of the centre box. Then write some of the effects in the boxes on the right. Use the completed map to write an information report explaining how the tsunami occurred and how it affected the places it struck. Think aloud as you write the report, to show your thought process.


Invite the students to do their own research and use the information to fill out their multi-flow map. Then have them write a short information report.


Multimedia InformationExplore the multimedia pages with the students.

FAQS

Discuss with the students how they use the Internet to access information.Have them read the FAQS page. Invite the students to formulate further questions that they think may be frequently asked about earthquakes or landslides and to which they do not know the answers. List these questions and discuss the keywords that they would use in an Internet search for the answers.Assign the students the task of finding the answers on the Internet.Discuss the answers and also the process they used. Use questions such as these to start the discussion if necessary:

How many sites did you have to visit in order to find the answers? Could you have refined your search better at the outset? Are there some sites, for example, Wikipedia, that you go to first? How can you check that information you find on the Internet is correct?

Newspaper Article

Discuss this newspaper article with the students. Use questions such as these to start the discussion if necessary:

Do you recognize what kind of article this is?How were you able to identify it as a newspaper article?When is this newspaper from? Do you know where to find back copies of newspapers?

Discuss newspapers in general with the students. Ask how many of them read newspapers. Do they prefer to read newspapers online? Ask them if there are any differences between how information is presented on websites and how it appears in newspapers. Why do they think there are differences?


Trapped!Article Information

Text Type Visual Literacy Elements

Comic Strip Illustrations Speech bubblesSound effects


Language Mode Outcome Student Task Assessment

ReadingFluency

Read fluently with expression and intonation.

Make a presentation in groups of six.

Ability to read fluently with expression


Read the title with the students and have them predict what the story is about. Ask them if they have ever been trapped anywhere. What was it like? Were they scared? How did they get free?Tell the students that they are going to read this comic strip as if it was a play script. The background colour behind the text will help them know which character is speaking.

Demonstrate Reading Outcome

Read the entire text to the students, changing your voice for each different character.


Have the students read the text along with you, changing their voices appropriately.

Apply Reading Outcome

Assign the students different roles. Five students in each group will voice characters, while one student will provide the sound effects as shown throughout the comic strip. Have them practise reading the article until they are fluent. Present readings to the class.


After ReadingDiscuss the story with the students. Use starter questions such as:

Why did Dian suggest getting under the bed and standing in the doorway?Who and what would you try to save if there was an earthquake?Did the story help you understand what it might be like to be in an earthquake?What were the most effective parts of the story? And the least effective?

What Should You Do in an Earthquake? – Multiple-Choice QuizHave the students complete the multiple-choice quiz. You can either do it verbally as a group exercise, or ask them to write down their own answers for a partner to check.


Quick 8 QuizHave the students take the quiz (on page 24). Choose whether you want them to give the answers orally or write their responses. You may want to use this as a formal assessment of science concepts, in which case you will not allow them to refer back to the text. If you are using the quiz as an informal assessment, let the students turn to page 32 of the book for clues that will direct them back to the appropriate page for the information.

Learn MoreChoose whether you want the students to work independently or in pairs, and in ability groups or mixed ability groups to learn more about earthquakes.You may need to teach the following specifically: • How to use people and/or books and/or the Internet to find information • How to take notes • How to draw diagrams • How to order facts • How to choose subheadings • How to revise a draft • How to check spelling, grammar, and punctuation • How to present work appropriately

Set a time for the research project to be finished. Tell the students the form that the presentation will take.


Wrap-UpRefer back to the initial brainstorm map graphic organizer. Reread the map. Add to or revise any information on the map. Draw a square around the map. Have the students say where they found the information in the brainstorm map graphic organizer. Record this information in the rectangle.

Discuss the book with the students. Use the following questions as discussion starters if necessary: What do you now know about earthquakes that you did not know before you started reading?What made this book easy or hard to understand?Which article did you like the most? Why?What did you like best about the book? Why?Which words did you find hard to pronounce, understand, and read?If you had written the book, what would you have included or left out? Why?Do you think the author did a good job of helping you imagine what earthquakes are like?How could you use the strategies that you learned while you were reading this book somewhere else?

Permission is given to teachers to reproduce this page for classroom use.

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Earthquakes Brainstorm MapKiller Quakes

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Name:____________________________

Killer Quakes

Known Information New Information Evaluation

Name:____________________________

Earthquakes Information Chart


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Name:____________________________

Killer Quakes

Earthquakes Word Web


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Name:____________________________

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Earthquakes Tree MapKiller Quakes


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Killer Earthquakes Hierarchy OrganizerKiller Quakes

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Tsunami Multi-Flow MapKiller Quakes


Quick � Quiz

1. Name Earth’s layers?

2. Which layers have plates?

3. What is the focus of an earthquake?

4. What is the epicentre?

5. What causes the ground to shake in an earthquake?

6. What causes a fault?

7. What is a seismograph?

8. What is a tsunami? How is it caused?

Name:____________________________

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Killer Quakes


Killer Quakes - McGraw-Hill Education · A table of article information for the main articles Text...

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