Earthquake Preparedness Brochure

Mrs. Knew’s Science

You have been called upon to design and create a brochure that focuses (no pun intended) upon Earthquakes. Using the information represented in your triangle of knowledge and other sources (on line, text book, video), you are to present your findings in a tri – fold brochure.

Requirements :

  • Include pictures, chart or maps
  • 3 columns per side (6 total)
  • Include “cause, effect, recovery and preparedness”
  • Title page includes : name, date, grade, teacher, title
  • Include your sources on the last column

Vocabulary to be used: earthquake, fault, focus, epicenter, P – wave, S – wave, magnitude, Seismograph, earthquake hazard,

(AND ANY OTHER VOCABULARY YOU BELIEVE IS IMPORTANT)

EARTHQUAKE PREPAREDENESS BROCHURE RUBRIC

1 / 2 / 3-4 / 5-6

Content Understanding (X 10)

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  • The learner completes some components of the project with adult support
  • Learner shows minimal understanding
  • Written communication is limited Science vocabulary is limited
  • Learner relies on adult direction and super-vision to complete work
/
  • The learner completes some but not most-important components of the project
  • The learner demonstrates developing but incomplete understanding of concepts
  • Written communication is functional but not fully developed Science vocabulary is applied minimally or incorrectly
  • The learner needs help choosing effective processes
/
  • The learner completes most important components of the project
  • The learner demonstrates understanding of major concepts, though some ideas may be overlooked or misunderstood
  • Written communication is effective Some science vocabulary is applied correctly
  • The learner offers accurate and supported interpretations
  • The learner chooses effective processes
/
  • The learner completes all components of the project
  • The learner demonstrates in-depth understanding of the relevant concepts and/or processes
  • Written communication is focused and interesting Science vocabulary is used precisely
  • The learner offers insightful interpretations or extensions (generalizations, applications, analogies) and provides supporting detail
  • Where possible, the learner chooses more efficient and/or sophisticated processes

Design & Layout

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  • Layout is confusing
  • Design elements interfere with the content message
  • Text fonts and sizes make the brochure difficult to read
/
  • Layout is haphazard
  • Design elements are not consistent, may not support the content message
  • Text fonts and sizes may cause distraction
/
  • Layout is organized
  • Design elements are consistent, and support the content message
  • Text fonts and sizes are readable
/
  • Layout is logical and appealing
  • Design elements are consistent and reinforce the content message
  • Text fonts and sizes are well chosen

Graphics

/
  • Minimal or distracting graphics detract from the message
/
  • Minimal or distracting graphics do not support the message
/
  • Graphics suit the brochure and support the message
/
  • Graphics are well selected, help communicate the message, and enhance the work

Mechanics and Spelling (x 2)

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  • Many errors in grammar, mechanics or spelling make the word difficult to read
/
  • Errors in grammar, mechanics or spelling detract from the work
/
  • Minimal errors in grammar, mechanics or spelling do not detract from the work
/
  • There are no errors in grammar, mechanics or spelling

IMPORTANT LINKS

AND OF COURSE - my.hrw.com