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Mardis Gras Science

General Information

Title:  Travel to New Orleans or Not?
Subject Areas:
Science/English Language Arts
Grade Level: 
8th/7th
Teacher: 
Kathy Miller
School: 
Gold Hill Middle School

Summary of Lesson:   Students will look into the history of the Mardi Gras celebration in their French classes.  They will be planning a trip for their senior year with the math classes and in science class they will study the science behind New Orleans and what the future may hold for that great place. Students will discover that New Orleans is not a place of “Permanence.”  It is slowly slipping underwater and may soon be gone.  Students will take a stance on the safety of New Orleans during the Mardi Gras celebration as something (hypothetical situation) is predicted to happen in the year 2006.  They will have to persuade the school to let them go or not.  They will need to present their findings and stance using a PowerPoint presentation.
Lesson Details
Objectives: 
  1. Students will find and analyze information about New Orleans and its geological features.
  2. Students will study the causes and effects of sink holes.
  3. Students will write a persuasive presentation to present their findings and persuade the audience to take their point of view.   
 
Setting: Science Classroom, Computer lab, home
Procedures:  This lesson is intended to be used as the 8th grade history class is studying the Louisiana Purchase and the French class is concurrently studying the celebration of Mardi Gras and Math Class is studying travel to New Orleans.  (see lesson plans from Lou Wylie and Rebecca Burck).  Students will talk about the geology of New Orleans in class.  They will then be faced with a dilemma:  Your senior class will be going to New Orleans in 2006.  However, geologists have just predicted this year that in the year 2006 something bad is going to happen to New Orleans.  The more weight that is placed on the downtown “Parade Route of Mardi Gras”, the more potentially dangerous and immediate this situation becomes.  Therefore, you must study the geology of this area, sink holes, population of Mardi Gras attendance, and maps of New Orleans to determine if it will be safe for your senior class to go on the trip.  Once you have gathered all of your information you must put together a PowerPoint presentation that will persuade your class and the school district that it is or is not safe to go.  These presentations should be presented to other faculty and staff at the school in order that a fair judgment be made.
Approximate Time Required: 4 class periods plus work at home
Technology Specific Activity: Searching the web for information (students may wish to “ask an expert”) and presenting with a PowerPoint presentation.
Assessment: 

Students should plan their PowerPoint presentation using the planning guide provided by the teacher. (Obtained form the Tech4Learnig Class). 
The teacher will provide a grading rubric for the students to follow.  Suggestions include:
Title Page – 5 points
Works Cited Page – 10 points
Persuasive approach – 20 points
12 substantial facts – 5 points each
Pictures/graphics – 5 points

Standards Met:

VII. Computer/Technology Standards

B. Communicate through networks and telecommunication.

  • The student will use local and worldwide network communication systems

III. People, Places, and Environments: Geography

8.8     The learner will demonstrate an understanding of South Carolina and the United States in spatial terms. The student should be able to
8.8.3        explain how people interacted with their physical environment to create distinctive regions in South Carolina and the United States;
8.8.4        describe the geographic patterns and types of migrations as they affect ecosystems and natural resources, settlement, economic development, and population change in South Carolina and the United States;

1. Analyze social, historical and geographic factors that affect cultural practices.

2. Integrate culturally embedded words, phrases and idioms into everyday communication.

1 Extract information from authentic resources for use in a variety of subject areas.

 2. Relate information pertaining to a variety of topics and situations using authentic resources and multimedia.

ISTE Standards:

3.      Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.

4.      Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning through the curriculum.
Science Standards:

B.  Structure of the Earth System

1.  The solid Earth is layered with a lithosphere; hot, convecting; and dense metallic core.

a.        Describe how seismic wave velocities support the existence of a layered Earth.

b.       Explain the relative position, density, and composition of Earth’s crust, mantle, and core.

c.        Differentiate among composition, density, and location of continental crust and oceanic crust.

d.       Identify the lithosphere as comprised of crust and uppermost mantle.

e.        Identify the asthenosphere as the hot convecting mantle below the lithosphere.

f.         Compare the physical nature of the lithosphere (brittle and rigid) with the asthenosphere (plastic and flowing).

g.       Examine how the lithosphere responds to tectonic forces (faulting and folding).

An object that is not being subjected to a force will continue to move at a constant speed in a straight line. If more than one force acts on an object along a straight line then the forces will reinforce or cancel one another depending on their direction and magnitude. Unbalanced forces will cause changes in the speed or direction of an object’s motion.

a.    Analyze the direction and effects of forces in a variety of situations (e.g., gravity, friction).

b.    Compare and contrast forces that are balanced and unbalanced.

c.    Use arrows to illustrate the magnitude and direction of a force applied to an object.

           
Materials
Resources:

Some Helpful Sites

http://www.soils.umn.edu/academics/classes/soil3125/doc/1-
snkle.htm

http://www.businessweek.com/bwdaily/dnflash/feb2000/nf00201
f.htm

http://www.enn.com/enn-news-archive/2000/02/02012000/sinkin
g_9520.asp

http://www.sciencedaily.com/releases/2000/01/000121071306.
htm

http://www.scientificamerica.com

Software/Hardware: Computer with Internet access, PowerPoint, E-mail, Infocus Projector


 

©2002 Winthrop University. All rights reserved. 
Last updated on February 15, 2002.
Contact Lisa Harris with comments.