L6+Fecteau+Cameron

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT **       Maine Learning Results: Science and Technology - D. The Physical Setting D2. Earth Grade 6-8 Geology Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth. f. Give examples of abrupt changes and slow changes in Earth Systems.     Students will have a discussion with their peers pertaining to the material that they just brainstormed. Students will also complete a blog entry throughout the lesson to see that fairness is being practiced. The graphic organizer will also be collected and looked at to observe the students' understanding. The students will collect their ideas into a rough draft of the script that will be included in the final product. Class discussions will also help determine whether or not students have a good grip on the material. At the end of the class I will have the students bow their heads and close their eyes. They will then give me a thumbs up, a thumbs down, or anywhere in between suggesting their understanding. A confidential photograph will be taken for a visual artifact to see my students' progress. I will also check for students' understanding by looking over their script rough drafts.  <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">A magazine article in blog- Students will be able to explain the specific effects that plate tectonics has on the Carbon, Nitrogen, and/or Water Cycles by developing a magazine article and posting it to a blog for critique by peers. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> As the teacher, I will be using technology in the hook, which will be a YouTube video that is titled FIRESTORM 2007. Also, I will be logging onto the students' blogs to see how the group interactions went and be able to comment on them. In their blogs, I will also be checking their rough and final drafts of their magazine articles. The students will be using one type of technology in this lesson. They will work with the blogging for their rough and final drafts, checking their peers articles, and for their learning reflections.
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">UNIVERSITY OF MAINE AT FARMINGTON **
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Teacher’s Name __****<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">: **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Mr. Fecteau** __Date of Lesson__:** 6
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Grade Level __****<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">: **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">6 - 8** __Topic__:** Explain; Geology/Earth
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Objectives __**<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Student will understand that **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> the Water, Nitrogen, and Carbon Cycles can be slightly altered by the effects of plate movement.
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Student will know **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">the processes of how boundary zones affect the cycles. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Student will be able to **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">explain the specific effects that plate tectonics has on the Carbon, Nitrogen, and/or Water Cycles developing a magazine article and posting it to a blog for critique by peers. Product: A magazine article on blog. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Maine Learning Results Alignment __**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">This lesson will be completed by the students through Think-Pair-Solo in the cooperative learning and will be self-assessed by using a given checklist before handing into me. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Assessment __**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Formative (Assessment for Learning) **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Summative (Assessment of Learning) **
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Integration __**<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * Technology: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">

English: As students start thinking about their final product, they are trying to think of combinations of words and sentences that will build their magazine articles. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Team Pair Solo: As students enter the classroom they will pull a piece of candy from a bucket. They will choose either a lollipop or a tootsie roll from the bucket. The color of the lollipop or tootsie roll will determine the partners that the students match up with during the cooperative learning. At first, the class will be divided down the middle to form two separate teams to brainstorm natural disasters based on the candy type. Afterwards, students are paired up to elaborate more in depth of the natural disasters and how they might originate. Then students will individually select a disaster type and put their ideas into the organizer. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> // I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">
 * Subject:**
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Groupings __**<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Differentiated Instruction __**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Strategies **
 * Verbal: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> The Firestorm video has multiple pictures and short video clips.
 * Logical:** Students are given the graphic organizer Cluster/Word Web 1
 * Visual:** The Firestorm video has multiple pictures and short video clips, the graphic organizer, and the blogs.
 * Bodily-Kinesthetic**: Students will be needed to make sketches on the whiteboard.
 * Musical**: The Firestorm video has background music that goes with the photographs.
 * Interpersonal**: Students can select a certain natural disaster that they can elaborate on individually.
 * Intrapersonal**: The class is broken up in to two teams and students also work in pairs.
 * Naturalist**: Students need to think of the natural disasters that occur around the world. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Modifications/Accommodations **

<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Students will further their research by locating a Carbon footprint calculator online. With this tool students can determine how much they contribute to the so called devastation, global warming. Students will report their findings in a blog entry and they will answer particular questions; Do you think the results were accurate, why or why not? With all of the people in the world is it possible that we are the ones causing this or is there more to it? If so, what? Ex: [] <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Projector Laptops Blog account Graphic organizer Pencil/pen Magazine article(s) for examples Checklist Lollipops (different colors) Tootsie Rolls (different colors) Bucket <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Earth's Systems [] [] [] [] [] []
 * Absent Students:** **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> If a student misses a class, then they are expected to get the class notes from his or hers’ peers. If a particular assignment was due the day of their returning, then they are also expected to have it completed the following day for me. If a student is incapable of doing the assigned work, then a note from a doctor or parent will be taken into consideration for an extended due date. If no note is given, then the student will receive a zero for the assignment. If the student also fails to turn in the homework assignment even with the extended due date, then the consequences are the same as the regular. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Extensions **
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Materials, Resources and Technology __**
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Source for Lesson Plan and Research __**

Carbon Footprint [] [] []

Boundary Zones []

Volcanoes [] [] [] []

Earthquakes [] [] [|http://earthquake.usgs.gov/learning/kids//] [] <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Maine Standards for Initial Teacher Certification and Rationale __**
 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">: As students are undergoing the lesson, particular students that need the set procedures and the structural setup will find lesson six comforting. At first we will ease into the criteria and then slowly descend as time goes on. The instructions will be viewable on the board for everyone to see what we are doing. As for students that want to understand exactly why the Earth the way it is, this lesson was designed exactly that. The mechanics of boundary zones and the Earth's systems are looked at, which better defines what the Earth is undergoing and the changes that may occur. The cooperative learning was meant for those who best build off of their peers and look for other's guidance. Students will not only learn from each other, but also quiz each other's knowledge. Lastly, for those students that need the spark of excitement to learn, then they will find the hook and candy highly entertaining. If students want to go more in depth with the product, then the option of calculating their own Carbon footprint can be completed.
 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">: The facet that this lesson is using is Empathy. Students will be able to explain the specific effects that plate tectonics has on the Carbon, Nitrogen, and/or Water Cycles developing a magazine article and posting it to a blog for critique by peers. The final product will be a magazine article in a blog entry. This lesson will be completed by the students through Think-Pair-Solo in the cooperative learning and will be self-assessed by using a given checklist before handing into me. For contents notes, please see below Teaching and Learning Sequence section.
 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">:
 * Verbal: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> The Firestorm video has multiple pictures and short video clips.
 * Logical:** Students are given the graphic organizer Cluster/Word Web 1
 * Visual:** The Firestorm video has multiple pictures and short video clips, the graphic organizer, and the blogs.
 * Bodily-Kinesthetic**: Students will be needed to make sketches on the whiteboard.
 * Musical**: The Firestorm video has background music that goes with the photographs.
 * Interpersonal**: Students can select a certain natural disaster that they can elaborate on individually.
 * Intrapersonal**: The class is broken up in to two teams and students also work in pairs.
 * Naturalist**: Students need to think of the natural disasters that occur around the world

Type II technology will be used by students through blogging after every class for reflection and for the final product. In addition, students are also blogging about any other addition questions if asked. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> Students enter class they will draw a piece of candy from a bucket. Raise hand for silence. Hook; A YouTube video called FIRESTORM 2007. Time: 5 minutes Go over instructions on the whiteboard. Time: 5 minutes Students are divided down the middle and will be brainstorming natural disasters. Time: 10 minutes Students get into pairs and discuss concepts. Time: 15 minutes Pairs split off and think on their own. Time: 5 minutes Class discussion. Time: 20 minutes Feedback on graphic organizers. Time: 10 minutes Research and work on rough draft of article. Time: 35 minutes Photograph for understanding. Time: 5 minutes Blogging: Time: 10 minutes
 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">: After finishing the magazine article they assess themselves with the checklist before posting it into their blog. Students will also complete a blog entry when the group and pairs meet to see that understanding is being practiced. The magazine article in a blog entry will be the students' final product. Students are using their graphic organizers, article rough drafts, peer and teacher feedback and loading pictures and final draft onto a digital source to complete this task.
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Teaching and Learning Sequence __****<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">: **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Day 1 **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">

HW: finish rough draft of magazine article.

Raise hand for silence. Peer edit rough drafts on blogs. Time: 30 minutes Revise into final draft. Time: 25 minutes Start uploading picture(s) and finish the final product. Time: 50 minutes Photograph for understanding. Time: 5 minutes Blogging: Time: 10 minutes
 * Day 2**

For the sixth lesson students' working surfaces will be arranged in a U-shape formation. This arrangement will be handy for when the cooperative learning process for when go from team working, working in pairs, and then to an individual aspect. As students enter the classroom they will draw a piece of candy from a bucket. Students will be divided into two teams and then into pairs during the cooperative learning by the type and color of the candy. When the students are seated and somewhat prepared for class, I will raise my hand before them and wait for them to quiet down. This method relies on other students to quiet down their peers. When they see my hand raised, they are to raise their hand as well and remain quiet. When their peers see each other doing this, they will shortly follow. At this time I would then introduce the students to the hook, which is a YouTube video called FIRESTORM 2007. Afterwards, students will be handed a graphic organizer and we will go over the instructions on the board. They will then go into the cooperative learning of Team-Pair-Solo. Students will use their team discussion as a starting point to fill out their organizers. As they go into their final products, they will be able to use these personal resources, as well as outside resources. Students will understand that the Water, Nitrogen, and Carbon Cycles can be slightly altered by the effects of plate movement. Students will need to know the processes of the cycles because they might change the way they use products and resources. Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth//.//
 * What, Where, Why, Hook, Tailor: Visual, Verbal, Bodily-Kinesthetic, Intrapersonal, Interpersonal, Logical, Naturalist, Musical**

Student will need to know the processes of how boundary zones affect the cycles. I am going to deliver the instructions by writing them on the board clearly. After the hook, I will verbally outline the instructions so that the students understand their mission. Once I have finished going over the instructions, I will ask if anyone has any questions on what is expected of them. Throughout the class I will be falling in and out of the pairs and answering any raised hands. I am continuously monitoring my students. The students' understanding will be checked by the class discussion and by me collecting their graphic organizers and giving positive feedback. The rough drafts of their articles will also be checked for understanding. At the end of the class I will have the students bow their heads and close their eyes. They will then give me a thumbs up, a thumbs down, or anywhere in between suggesting their understanding. A confidential photograph will be taken for a visual artifact to see my students' progress. For contents notes, please see below Teaching and Learning Sequence section.
 * Equip, Tailor: Logical, Visual, Bodily-Kinesthetic, Verbal, Intrapersonal, Interpersonal, Naturalist**

For this lesson students will be handed a graphic organizer titled Cluster Word/Web 1 chart. Team Pair Solo: As students enter the classroom they will pull a piece of candy from a bucket. They will choose either a lollipop or a tootsie roll from the bucket. The color of the lollipop or tootsie roll will determine the partners that the students match up with during the cooperative learning. At first, the class will be divided down the middle to form two separate teams to brainstorm natural disasters based on the candy type. When students are paired up to elaborate more in depth of the natural disasters, they will try to imagine how they might originate. Then students will individually select a disaster type and put their ideas into the organizer. Students will formulate a rough draft of the article and post it onto their blogs, which will be checked and commented by the teacher. After finishing the magazine article they assess themselves with the checklist before posting the final version into their blog. Students will give feedback to peers by commenting their blogs. Students will be able to explain the specific effects that plate tectonics has on the Carbon, Nitrogen, and/or Water Cycles developing a magazine article and posting it to a blog for critique by peers. I will facilitate the learning process by starting with the teaching session and going well into the graphic organizer or Cluster Word/Web 1.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Logical, Visual, Interpersonal, Intrapersonal, Naturalist, Bodily-Kinesthetic**

Students will take their magazine article product and self-assess themselves using a given checklist before handing into teacher. The collected graphic organizers will be given positive feedback and handed back. When the students complete their products, they will be graded and returned the following week, if not sooner. The students' blogs that were done at the end of class will be looked at and commented as soon as possible. If the article rough draft was not finished in class, then they will be assigned for homework. Therefore, the students will be well prepared to start their final rough draft and publishing the next class. This lesson will be the foundation of knowledge for students to know before going on to the next unit.
 * Evaluate, Tailor: Intrapersonal, Interpersonal, Visual, Logical, Bodily-Kinesthetic, Naturalist**


 * Content Notes**

About: Magma contains dissolved gases that are released into the atmosphere during eruptions. Gases are also released from magma that either remains below ground (for example, as an intrusion) or is rising toward the surface. In such cases, gases may escape continuously into the atmosphere from the soil, volcanic vents, [|fumaroles], and hydrothermal systems. At high pressures deep beneath the earth's surface, volcanic gases are dissolved in molten rock. But as magma rises toward the surface where the pressure is lower, gases held in the melt begin to form tiny bubbles. The increasing volume taken up by gas bubbles makes the magma less dense than the surrounding rock, which may allow the magma to continue its upward journey. Closer to the surface, the bubbles increase in number and size so that the gas volume may exceed the melt volume in the magma, creating a magma foam. The rapidly expanding gas bubbles of the foam can lead to explosive eruptions in which the melt is fragmented into pieces of volcanic rock, known as [|tephra]. If the molten rock is not fragmented by explosive activity, a lava flow will be generated. Together with the tephra and entrained air, volcanic gases can rise tens of kilometers into Earth's atmosphere during large explosive eruptions. Once airborne, the prevailing winds may blow the eruption cloud hundreds to thousands of kilometers from a volcano. The gases spread from an erupting vent primarily as acid aerosols (tiny acid droplets), compounds attached to tephra particles, and microscopic salt particles. Volcanic gases undergo a tremendous increase in volume when magma rises to the Earth's surface and erupts. For example, consider what happens if one cubic meter of 900°C rhyolite magma containing five percent by weight of dissolved water were suddenly brought from depth to the surface. The one cubic meter of magma now would occupy a volume of 670 m3 as a mixture of water vapor and magma at atmospheric pressure ([|Sparks et. al., 1997])! The one meter cube at depth would increase to 8.75 m on each side at the surface. Such enormous expansion of volcanic gases, primarily water, is the main driving force of explosive eruptions.
 * //__Volcanic Gases and Their Effect__//**

Types: The most abundant gas typically released into the atmosphere from volcanic systems is water vapor (H20), followed by carbon dioxide (C02) and sulfur dioxide (S02). Volcanoes also release smaller amounts of others gases, including hydrogen sulfide (H2S), hydrogen (H2), carbon monoxide (CO), hydrogen chloride (HCL), hydrogen fluoride (HF), and helium (He).

(from Symonds et. al., 1994)** Tectonic Style Temperature || Hot Spot 1170°C || Divergent Plate 1130°C || Convergent Plate 820°C || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">H20 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">37.1 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">77.2 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">97.1 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">C02 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">48.9 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">11.3 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">1.44 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">S02 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">11.8 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">8.34 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">0.50 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">H2 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">0.49 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">1.39 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">0.70 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">CO || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">1.51 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">0.44 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">0.01 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">H2S || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">0.04 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">0.68 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">0.23 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">HCl || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">0.08 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">0.42 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">2.89 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">HF || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">--- || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">--- || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">0.26 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> Effects: The volcanic gases that pose the greatest potential hazard to people, animals, agriculture, and property are [|sulfur dioxide], [|carbon dioxide], and [|hydrogen fluoride]. Locally, sulfur dioxide gas can lead to acid rain and air pollution downwind from a volcano. Globally, large explosive eruptions that inject a tremendous volume of sulfur aerosols into the stratosphere can lead to lower surface temperatures and promote depletion of the Earth's ozone layer. Because carbon dioxide gas is heavier than air, the gas may flow into in low-lying areas and collect in the soil. The concentration of carbon dioxide gas in these areas can be lethal to people, animals, and vegetation. A few historic eruptions have released sufficient fluorine-compounds to deform or kill animals that grazed on vegetation coated with volcanic ash; fluorine compounds tend to become concentrated on fine-grained ash particles, which can be ingested by animals.  The effects of SO2 on people and the environment vary widely depending on (1) the amount of gas a volcano emits into the atmosphere; (2) whether the gas is injected into the troposphere or stratosphere; and (3) the regional or global wind and weather pattern that disperses the gas. Sulfur dioxide (SO2) is a colorless gas with a pungent odor that irritates skin and the tissues and mucous membranes of the eyes, nose, and throat. Sulfur dioxide chiefly affects upper respiratory tract and bronchi. The World Health Organization recommends a concentration of no greater than 0.5 ppm over 24 hours for maximum exposure. A concentration of 6-12 ppm can cause immediate irritation of the nose and throat; 20 ppm can cause eye irritation; 10,000 ppm will irritate moist skin within minutes. Emission rates of SO2 from an active volcano range from <20 tonnes/day to >10 million tonnes/day according to the style of volcanic activity and type and volume of magma involved. For example, the large explosive eruption of Mount Pinatubo on 15 June 1991 expelled 3-5 km3 of dacite magma and injected about 17 million tonnes of SO2 into the stratosphere. The sulfur aerosols resulted in a 0.5-0.6°C cooling of the Earth's surface in the Northern Hemisphere. The sulfate aerosols also accelerated chemical reactions that, together with the increased stratospheric chlorine levels from human-made chlorofluorocarbon (CFC) pollution, destroyed ozone and led to some of the lowest ozone levels ever observed in the atmosphere. At Kilauea Volcano, the recent effusive eruption of about 0.0005 km3/day (500,000 m3) of basalt magma releases about 2,000 tonnes of SO2 into the lower troposphere. Downwind from the vent, acid rain and air pollution is a persistent health problem when the volcano is erupting. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Geologist with gas mask on rim of Pu`u `O`o crater, Kilauea Volcano, Hawai`i || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> Eruptions of Kilauea Volcano release large quantities of sulfur dioxide gas into the atmosphere that can lead to volcanic air pollution on the Island of Hawai`i. Sulfur dioxide gas reacts chemically with sunlight, oxygen, dust particles, and water to form volcanic smog known as vog. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Space Shuttle image over South America, Mission STS 43 || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> Measurements from recent eruptions such as Mount St. Helens, Washington (1980), El Chichon, Mexico (1982), and Mount Pinatubo, Philippines (1991), clearly show the importance of sulfur aerosols in modifying climate, warming the stratosphere, and cooling the troposphere. Research has also shown that the liquid drops of sulfuric acid promote the destruction of the Earth's ozone layer.
 * Examples of volcanic gas compositions, in volume percent concentrations
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Volcano **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Volcano **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Kilauea Summit **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Erta` Ale **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Momotombo **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">                ||
 * SO2 causes air pollution** **Volcanic smog**
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> ||
 * SO2 effects Earth's surface temperature** **Global cooling and ozone depletion**

 Hydrogen sulfide (H2S) is a colorless, flammable gas with a strong offensive odor. It is sometimes referred to as sewer gas. At low concentrations it can irritate the eyes and acts as a depressant; at high concentrations it can cause irritation of the upper respiratory tract and, during long exposure, pulmonary edema. A 30-minute exposure to 500 ppm results in headache, dizziness, excitement, staggering gait, and diarrhea, followed sometimes by bronchitis or bronchopneumonia.

 Volcanoes release more than 130 million tonnes of CO2 into the atmosphere every year. This colorless, odorless gas usually does not pose a direct hazard to life because it typically becomes diluted to low concentrations very quickly whether it is released continuously from the ground or during episodic eruptions. But in certain circumstances, CO2 may become concentrated at levels lethal to people and animals. Carbon dioxide gas is heavier than air and the gas can flow into in low-lying areas; breathing air with more than 30% CO2 can quickly induce unconsciousness and cause death. In volcanic or other areas where CO2 emissions occur, it is important to avoid small depressions and low areas that might be CO2 traps. The boundary between air and lethal gas can be extremely sharp; even a single step upslope may be adequate to escape death.

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Burning torch on end of stick, Nyamuragira Volcano, Zaire || <span style="display: none; font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-hide: all;"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Smoldering cloth on end of stick, Nyamuragira Volcano, Zaire || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> When a burning piece of cloth is lowered into a hole that has a high concentration of CO2, the fire goes out. Such a condition can be lethal to people and animals. Air with 5% CO2 causes perceptible increased respiration; 6-10% results in shortness of breath, headaches, dizziness, sweating, and general restlessness; 10-15% causes impaired coordination and abrupt muscle contractions; 20-30% causes loss of consciousness and convulsions; over 30% can cause death ([|Hathaway et. al., 1991]). Scientists have calculated that volcanoes emit between about 130-230 million tonnes (145-255 million tons) of CO2 into the atmosphere every year ([|Gerlach, 1999, 1991]). This estimate includes both subaerial and submarine volcanoes, about in equal amounts. Emissions of CO2 by human activities, including fossil fuel burning, cement production, and gas flaring, amount to about 27 billion tonnes per year (30 billion tons) [ ([| Marland, et al., 2006]) - The reference gives the amount of released carbon (C), rather than CO2, through 2003.]. Human activities release more than 130 times the amount of CO2 emitted by volcanoes--the equivalent of more than 8,000 additional volcanoes like Kilauea (Kilauea emits about 3.3 million tonnes/year)! (Gerlach et. al., 2002)
 * CO2 trapped in depressions can be lethal to people and animals**
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> ||
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> ||
 * Comparison of CO2 emissions from volcanoes vs. human activities.**

<span style="font-size: 10pt; color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">[|Mammoth Mountain in Long Valley Caldera, California] kills trees near Mammoth Mountain, California <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">  Chlorine gas is emitted from volcanoes in the form of hydrochloric acid (HCl). Exposure to the gas irritates mucous membranes of the eyes and respiratory tract. Concentrations over 35 ppm cause irritation of the throat after short exposure; >100 ppm results in pulmonary edema, and often laryngeal spasm. It also causes acid rain downwind from volcanoes because HCl is extremely soluble in condensing water droplets and it is a very "strong acid" (it dissociates extensively to give H+ ions in the droplets).
 * Historical examples of the effects of carbon dioxide gas**

 Fluorine is a pale yellow gas that attaches to fine ash particles, coats grass, and pollutes streams and lakes. Exposure to this powerful caustic irritant can cause conjunctivitis, skin irritation, bone degeneration and mottling of teeth. Excess fluorine results in a significant cause of death and injury in livestock during ash eruptions. Even in areas that receive just a millimeter of ash, poisoning can occur where the fluorine content of dried grass exceeds 250 ppm. Animals that eat grass coated with fluorine-tainted ash are poisoned. Small amounts of fluorine can be beneficial, but excess fluorine causes fluorosis, an affliction that eventually kills animals by destroying their bones. It also promotes acid rain effects downwind of volcanoes, like HCl.

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Another type of gas release occurs when lava flows reach the ocean. Extreme heat from molten lava boils and vaporizes seawater, leading to a series of chemical reactions. The boiling and reactions produce a large white plume, locally known as lava haze or laze, containing a mixture of hydrochloric acid and concentrated seawater.
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Secondary Gas Emissions **

Laze: <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">White acid-rich steam plume rises from lava flows entering the sea || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> ||

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Extreme heat from lava entering the sea rapidly boils and vaporizes seawater, leading to a series of chemical reactions. The boiling and reactions produce a large white plume, locally known as lava haze or laze, which contains a mixture of hydrochloric acid (HCl) and concentrated seawater. This is a short-lived local phenomenon that only affects people or vegetation directly under the plume. The hydrochloric acid (HCl) comes from the breakdown of seawater-derived chlorides during sudden boiling. Because the lava is largely degassed by the time it reaches the sea, any HCL coming from it is insignificant by comparison. Analyzed samples of the plume show that is is a brine with a salinity of about 2.3 times that of seawater and a pH of 1.5-2.0. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">White acid-rich steam plume rises from lava flows entering the sea || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Laze plumes are very acidic **
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> ||

<span style="font-size: 10pt; color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">MgCl2 (sea salt) + H2O (steam) = MgO (periclase) + 2HCl (HCl gas) <span style="font-size: 10pt; color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">2 NaCl (sea salt) + H2O (steam) = Na2O (sodium oxide) + 2 HCL (HCl gas) <span style="font-size: 10pt; color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">CaCl2 (sea salt) + H2O (steam) = CaO (lime) + 2 HCL (HCl gas) <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Key seawater chloride breakdown reactions that produce HCl gas **
 * Avoid standing beneath a laze plume.** Dense laze plumes, such as that shown here (Photograph by C.C. Heliker, February 10, 1994) contain as much as 10-15 parts per million of hydrochloric acid. These values drop off sharply as the plume moves away from the lava entry areas. During along-shore or on-shore winds, this plume produces acid rain that may fall on people and land along the coast. This rain (pH 1.5 to 2), often more acidic that lime juice or stomach acid, is very corrosive to the skin and clothing. Visitors to the lava entry areas should avoid standing directly in, under, or downwind of the laze plume.

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<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Effects of an earthquake can be classified as primary or secondary. Primary effects are permanent features produced by the earthquake. Examples include fault scarps, surface ruptures, and offsets of natural or human-constructed objects. An example you have already seen is the creek offset produced by movement along the San Andreas Fault. Secondary effects result when ground movement causes other types of damage. Examples include landslides, tsunami, liquefaction and fire. The amount of damage caused by an earthquake varies with magnitude. The greater the magnitude, the greater the damage potential.
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Earthquake damages (secondary effects) **

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Seismic vibration is a common triggering mechanism for landslides. In hilly or mountainous regions, landslides can have particularly devastating effects. Damages can range from debris-covered roadways to extensive property damage and numerous casualties.
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Landslides **

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">A tsunami is a sea wave triggered by a violent displacement of the ocean floor, such as vertical displacement of the seafloor along a fault. Underwater earthquakes, submarine volcanic eruptions or landslides can cause tsunami. Tsunami waves have very long wavelengths (crest-to-crest) and can be enormous (as large as 60 miles/100 kilometers). The height of a tsunami in the open ocean is very low (generally less than 1.5 feet/0.5 meters), while the speed of the tsunami is very high. As it approaches a shallow coastline, its speed is reduced, but the height of the tsunami increases drastically, causing devastation on land.
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Tsunami **

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">How much can surface and subsurface material contribute to earthquake damages? Like many other physical phenomena, the answer is, "It depends." Thick sequences of unconsolidated sediments, such as sand, mud, and artificial fill, greatly magnify ground shaking during an earthquake. Ground shaking transmits forces to building that most buildings are not designed and constructed to endure. Ground shaking results in extensive property damage. Bedrock is less likely to be affected by ground shaking than is unconsolidated material. Buildings constructed on bedrock sustain far less damage than those built on unconsolidated material. Other dangers also come from the ground during an earthquake. Buildings constructed on sandy soil prone to water saturation have the greatest potential for complete destruction, because water-saturated sandy soil is subject to a phenomena called liquefaction. During liquefaction, water-saturated soil behaves as a fluid rather than as a solid. It becomes incapable of supporting much weight. (Remember the soil module and the section of soil strength?)
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Liquefaction **

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Earthquakes cause fires. Even moderate ground shaking can break gas and electrical lines, sever fuel lines, and overturn stoves. Water pipes rupture, making it impossible to fight the earthquake-caused fires. The famous San Francisco earthquake in 1906 ruptured the city's main water pipes. Extensive fire damage was the result!
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Fires **

Source: [] [] More in depth look at effects.


 * __EFFECTS OF FOREST FIRES__**


 * SOIL TEMPERATURE**

The loss of shade from forest vegetation, the loss of insulating organic matter, and the accumulation of charred and blackened residues can all influence the temperature of forest soil long after fire has passed.

Both the tree canopy and the blanket of organic matter at the forest floor help to prevent heat loss from forest soil. Removal of a substantial amount of these shading and insulating materials by fire will invariably heighten daily and seasonal soil temperature extremes. The greater the losses, the more dramatic these effects will be. In other words, the higher the fire severity at the forest floor and in standing vegetation, the more striking the indirect effects on soil temperature are likely to be. As a rule of thumb, a fire that leaves at least four inches of insulating organic matter on the forest floor will have little to no residual influence on temperatures in the underlying mineral soil.

In forests with blackened soils and little or no shade from overstory vegetation, the temperature at the soil surface can exceed 150 <span style="font-size: 12pt; color: black; font-family: 'Arial Unicode MS','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman';">� <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">F on a hot, summer day (Neary et al. 1999). Without insulating materials, however, this heat dissipates rapidly from the soil surface at night. In one Northern Rockies study, average soil surface temperatures in severely burned forest were found to be 65 <span style="font-size: 12pt; color: black; font-family: 'Arial Unicode MS','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman';">� <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">F higher at midday and 17 <span style="font-size: 12pt; color: black; font-family: 'Arial Unicode MS','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman';">� <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">F lower at night than those in comparable unburned sites (Hungerford and Babbitt 1987). At 2 inches beneath the surface, soil temperatures within the same burned forest averaged 13 <span style="font-size: 12pt; color: black; font-family: 'Arial Unicode MS','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman';">� <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">F warmer than those within the unburned comparison site (Hungerford and Babbitt 1987). Because the soil itself is a good insulator, temperature differences in burned versus unburned forest always lessen with increasing depth below ground. Nevertheless, temperature increases attributable to fire have been detected as deep as 16 inches into forest soil (Hungerford et al. 1991).

Changes in soil temperature can have important repercussions for post-fire forest development. For example, elevated soil temperatures tend to heighten the activity of soil microbes, further enhancing decomposition and nutrient release from burned sites (Borchers and Perry 1990). While this nutrient release may facilitate post-fire plant growth, water-soluble nutrients (e.g. nitrate-nitrogen) released in excess of that which can be taken up by plants are often leached from the rooting zone and can wind up in nearby streams. We will discuss this phenomenon more thoroughly in the next section, which details fire's influence on [|nutrient availability] in forest soils.

Substantial loss of soil insulation can also increase the frequency of freeze-thaw events in northern Rocky Mountain forests. Repeated freezing and thawing of forest soil tends to compromise soil structure and may uproot plants (McNabb and Swanson 1990). Furthermore, loss of soil insulation is apt to influence the dates of both the first and last frosts and freezes of forest soils and understory vegetation (Fisher and Binkley 2000). These events can damage tender plant parts, including any early spring growth stimulated by diminished shade and unseasonable temperatures. Plants that escape damage from late frosts or freezes, however, may reap the rewards of a head start on the growing season, including unfettered access to newly available nutrients. Such a head start would be especially beneficial to vegetation in high-elevation forests, for example, in which low temperatures tend to limit the length of the growing season (Barnes et al. 1998).

Fire-induced changes in soil temperature may linger for months or even years, depending on fire severity and the rate at which vegetation reestablishes and the forest floor re-accumulates (Hungerford et al. 1991). As a rule, the more dramatic the changes in temperature regime, the more likely that a new suite of plants and animals will dominate the recently burned forest (Barnes et al. 1998).

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Checklist Graphic Organizer; Cluster Word/Web 1 <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> **__<span style="font-size: 20pt; font-family: 'Times New Roman','serif';">Checklist for Comic Life __** <span style="font-size: 20pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">1.) ___ Graphic Organizer has been filled out <span style="font-size: 20pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">2.) ___ Shared ideas with class (Team-Pair-Solo) <span style="font-size: 20pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">3.) ___ The three different types (boundary zones) and cycles are taking into consideration on organizer <span style="font-size: 20pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">4.) ___ Graphic Organizer has positive feedback on it <span style="font-size: 20pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">5.) ___ Students have a blog entry of rough and final drafts <span style="font-size: 20pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">6.) ___ Peer feedback was given on rough draft and revisions were made <span style="font-size: 20pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">7.) ___ Article is educational, organized, grammatically correct, handed in on time, and finished. (picture or two included) <span style="font-size: 20pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">8.) ___ Blog entries were maintained <span style="font-size: 20pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">9.) ___ Now give yourself a pat on the back! Great job! <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * Handouts**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Reflection: **
 * <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">~*You Must Complete the Following*~ **