Share+ideas

This page is for anyone to contribute ideas for what this project could include. //Please just click "Edit" and use bullet points to add ideas.//
 * Sharing experiences, photos and other media so that we can better understand what can really happen in an earthquake - I never knew about the sand volcanoes for example. Most footage I have seen from other countries just show collapsed buildings. Let's build our knowledge further
 * Develop some inquiry questions to focus possible study - see the "Questions" page and add your questions

= Earthquake-Shake up Challenges and Activities for your English class! = Some ideas and strategies from ICTs in English on English Online shared by Claire Amos 1) Create info-poster or info-video ‘How to make a Survival Kit’ using Glogster or Movie-Maker

Get your students to create an info-poster or info-video on 'How to make a Survival Kit'. Get them to check out the Christchurch City Council Civil Defence info here and turn it into a campaign that they think will appeal to students there own age.

When you complete the task, share the most effective poster and videos here!

**Possible Assessment Opportunities** Level One 12417 Present a static image using verbal and visual features 12418 Present a moving image using verbal and visual features 90059 Produce a media or dramatic presentation Level Two 12417 Present a static image using verbal and visual features 12418 Present a moving image using verbal and visual 90059 Produce a media or dramatic presentation

**Related Teaching and Learning Sequences from English Online** [|Making movies] (Year 9-10) The aim of this unit is for students to produce an original short video after first studying the construction of other selected television texts. [|Picture the times] (Year 11) Students will explore ways in which static images have been used to reflect and communicate historical and current themes through the combination of visual and verbal techniques. This leads to student production of a static image which reflects current events, which may be used to assess AS90059 (English 1.8): Produce a media or dramatic presentation.

**2) Write a Newspaper article, interview a student who experienced the quake.**
Many of the newspaper reports have been focusing on the building and structural damage. Why not tell a more personal story? Did you experience it first hand? Do you know someone who did? Write your article and get published here:[]

**Possible Assessment Opportunities** Level One 8812 Produce transactional written text in simple forms 90053 Produce formal writing Level Two 8825 Produce transactional written text in complex forms 90376 Produce crafted and developed formal transactional writing Level Three 8835 Produce sustained transactional writing in a range of complex forms 90720 Produce an extended piece of writing in a selected style

**Related Teaching and Learning Sequences from English Online** [|Be heard! - Through formal writing] (Year 11) This unit prepares students for AS90053 (English 1.2): Produce formal writing. It focuses on form, style, structure, conventions and the of expression of ideas. The particular form used is a submission to a decision making body, however the skills covered can be applied to any format. This is a highly structured unit that students can progress through with a minimum of teacher input. [|Take me seriously!: Produce formal writing] (Year 11) Take Me Seriously! is a formal writing unit to prepare students for AS90053 (English 1.2): Produce formal writing. The unit steps students through the process of generating thoughts in response to a chosen topic and developing a structured, coherent and formal written response, suitable for publication in an online student newspaper. [|Write all about it: newspapers] (Year 11) Students analyse the structure and style of news writing, editorials, letters to the editor and editorial cartoons before creating their own group newspaper which includes an original news story to be assessed for AS90053 (English 1.2): Produce formal writing.

****LEARNZ GeoHazards Virtual Field Trip** May 2010**


 * Keywords: earthquake research, earthquakes, emergency management, faults, geology, hazards, NZ's geologic past, planning for earthquakes, plate tectonics, seismic monitoring.
 * Curriculum: Science: Planet Earth and Beyond Levels 4-8; Social Sciences: Social Studies Levels 4-5, Geography Levels 6-8.
 * Background info, activities, diaries, panoramic images, videos, audio files, Q&A files
 * Go to [] (for NZ teachers - if not a LEARNZ registered teacher register here (it's free) [|www.learnz.org.nz/register])
 * Also the 'Coast to Coast' (August 2010) virtual field trip has good information. Keywords: folding and faulting, geology, landforms, mountain building, NZ's geologic past, plate tectonics, rock types, the rock cycle.

We have been using I can Animate to create animations of disasters and how people can stay safe during these. The children very quickly picked up how to make these and there has been some awesome discussion based around their problem solving and also their growing knowledge of how to stay safe. We have also used the CD resource - Whats the Plan Stan. This is a fantastic kit sent to all NZ schools by Civil Defence. Glenham School