Grades 4-5-6 PBL: You should watch these videos to get more ideas! PBL 


Video 1

Video 2

Video 3

Video 4

PBL Fourth Grade

Hello fourth graders, here I am going to show you very interesting models that Chile and Japan are using to reduce deaths during earthquakes. Each PBL group in Fourth grade will create drawings to share this information with your teachers and classmates. Next Friday, April 27,2018 we are going to discuss these drawings and you will receive points.

Rubric:
The drawing resembles the correct model  /5
Houses, buildings and bridges are included   /5
Uses English to describe the drawing  /5
Uses creativity to share the drawing    /5
It is handed in to the teacher on time    /5

5: Proficient: A high degree of competence
4: Capable: An above average degree of competence
3: Satisfactory: A satisfactory degree of competence
2: Emerging: A limited degree of competence
1: Beginning: No key elements are adequately developed

Remember. You must make use of English words when describing your model. Example: Walls - floor- reinforce concrete- hollow concrete brick

FIFTH Grade PBL

Hello Fifth graders! This the homework that each group must prepare. Read this article and answer the questions below. Each group will hand a paper in to the teacher with the answers and examples of earthquake resistant techniques (drawings).  It will be discussed on Friday, April 27,2018. Here also you can see examples that each group can use as a model of an earthquake resistant building, house or bridge.

Rubric:
Questions were answered out correctly   /5
The drawing resembles the correct model  /5
Houses, buildings and bridges are included   /5
Uses English to describe the drawing  /5
Uses creativity to share the drawing    /5
It is handed in to the teacher on time    /5

5: Proficient: A high degree of competence
4: Capable: An above average degree of competence
3: Satisfactory: A satisfactory degree of competence
2: Emerging: A limited degree of competence
1: Beginning: No key elements are adequately developed

How do they do it?

The Chile earthquake — at a magnitude of 8.8 — was much stronger than the one that hit Haiti, but casualties and damages appear to be far less. Why? (Shutterstock)

The opinion of the experts consulted by BBC Mundo is clear: the first secret behind the tough Chilean buildings is the structure of reinforced concrete and steel, sufficiently flexible and resistant to allow the building to move, wobble and not fall; insulators and seismic energy dissipating elements that allow the Earth’s movement to not be transferred to the building and, if transferred, that energy is absorbed.

Another crucial element is the use of soil study so that the foundations are appropriate.

This is a very specialized analysis that guarantees the stability of the building according very strict rules: “To each soil type corresponds a specific calculation for size, shape, depth and strength of the foundations,” explains the President of the Architects College of Chile, Sebastián Gray.

The second key factor is the awareness that auto-building without following these rules is harmful and a key element in the few landslides that have happened.

Experts agree that a key is in the structure of reinforced concrete and steel, sufficiently flexible and resistant to allow the building to move, wobble and not fall.

  Sebastian Gray, Architect talks about the real problem behind those buildings that did not resist an earthquake in Chile. Can you tell what that reason is?

Despite the code, some buildings did fall, most notably the one in Maipú and the other in Concepción. In your opinion, was this due to problems with the code, code enforcement, or something else?

Code enforcement, clearly. This appears to be a matter of  a relaxation in building procedures and hasty construction, which is the  responsibility of builders and developers, rather than a matter of structural design or the quality of materials, which are not an issue here. As part of the deregulation policies of the neoliberal economic model enacted in the 1980s, local authorities and professional associations were deprived of direct on-site supervision powers in the 1980s.

Structural design in Chile is reliable, based on state-of-the-art technologies, and has even developed innovations adopted in other regions around the world.

https://cachandochile.wordpress.com/2010/03/14/chiles-earthquake-an-arcitects-perspective/

After the Kobe earthquake, more buildings in Japan were constructed using base isolation, including apartments and condominiums, which are normally constructed using traditional methods. Today, about 100 base isolated buildings are built in Japan each year, not including single family homes.

Now, Japanese engineers are taking the concept of isolation a step further with “ground isolation.” In Sagamihara City outside Tokyo, they have built 21 separate buildings—six to 14 stories tall—on top of a three-acre concrete slab. The slab then sits on 150 isolation devices, including many very large rubber bearings, and all of the buildings move in sync. Ground isolation shows great promise and could bring base isolation to even more high-rise complexes.

Another idea we can get from Japan.

A closer look at the bearings that isolate the structure from the ground and the flexible utility hook-ups.

http://www.pbs.org/wgbh/nova/next/tech/rubber-bearings-seismic-protection/

What can be done to improve the earthquake resistance of a bridge?

Tuned mass dampers are used in tall buildings as well as in bridges to counteract the movement due to earthquakes as well as wind and other lateral loads. The Akashi Kaikyo bridge uses TMDs in the suspension towers for example.

Base isolation is one of the most common techniques used to resist earthquake movement. These are devices which essentially separate the horizontal movement of the foundation from the rest of the structure by using some form of sliding bearings. If designed properly this can drastically reduce earthquake damage.

Seismic Dampers are also common. These are a range of devices which act to remove seismic energy from the structure similar to how shock absorbers on a car remove the vibration energy of the car going over a rough road.

These technologies are well understood and are frequently used in bridges and buildings. There are more experimental techniques which are also possible such as: rocking isolation, or active damping systems (computer controlled dampers).

If desired these devices can also be used in combination in order to further enhance the earthquake response.

What are the most important elements in Chile's structures?

In accordance to Sebastian Gray, Which was the problem that caused some buildings to fall during the earthquake?

Who does Sebastian Gray blame for this?

What is Japan using to build new buildings?

Japan also uses TDM's. What is that?

You can use this pictures to prepare model of buildings, houses, and bridges which may be earthquake resistant . Be creative!

Hello Sixth graders, we are learning much more with the PBL! This the next homework which is going to be discussed next Friday, April 27, 2018.

Here you are going to see what Chile and Japan can teach us.

Read the following material and answer the questions that follow. Each group must present a written report which is going to be corrected with the following rubric. Make sure to remember who was NOT willing to help. Deadline: April 27 ,2018

Rubric:
Questions were answered out correctly.   /5
The drawing or pictures are accurate.  /5
Houses, buildings and bridges codes are mentioned.   /5
Uses English to describe what must be done.  /5
Uses creativity to share the information    /5
It is handed in to the teacher on time    /5

5: Proficient: A high degree of competence
4: Capable: An above average degree of competence
3: Satisfactory: A satisfactory degree of competence
2: Emerging: A limited degree of competence
1: Beginning: No key elements are adequately developed

How do they do it?

The Chile earthquake — at a magnitude of 8.8 — was much stronger than the one that hit Haiti, but casualties and damages appear to be far less. Why? (Shutterstock)

The opinion of the experts consulted by BBC Mundo is clear: the first secret behind the tough Chilean buildings is the structure of reinforced concrete and steel, sufficiently flexible and resistant to allow the building to move, wobble and not fall; insulators and seismic energy dissipating elements that allow the Earth’s movement to not be transferred to the building and, if transferred, that energy is absorbed.

Another crucial element is the use of soil study so that the foundations are appropriate.

This is a very specialized analysis that guarantees the stability of the building according very strict rules: “To each soil type corresponds a specific calculation for size, shape, depth and strength of the foundations,” explains the President of the Architects College of Chile, Sebastián Gray.

The second key factor is the awareness that auto-building without following these rules is harmful and a key element in the few landslides that have happened.

Experts agree that a key is in the structure of reinforced concrete and steel, sufficiently flexible and resistant to allow the building to move, wobble and not fall.

  Sebastian Gray, Architect talks about the real problem behind those buildings that did not resist an earthquake in Chile. Can you tell what that reason is?

Despite the code, some buildings did fall, most notably the one in Maipú and the other in Concepción. In your opinion, was this due to problems with the code, code enforcement, or something else?

Code enforcement, clearly. This appears to be a matter of  a relaxation in building procedures and hasty construction, which is the  responsibility of builders and developers, rather than a matter of structural design or the quality of materials, which are not an issue here. As part of the deregulation policies of the neoliberal economic model enacted in the 1980s, local authorities and professional associations were deprived of direct on-site supervision powers in the 1980s.

Structural design in Chile is reliable, based on state-of-the-art technologies, and has even developed innovations adopted in other regions around the world.

https://cachandochile.wordpress.com/2010/03/14/chiles-earthquake-an-arcitects-perspective/

This is an example of a quake proof house.

Natural rubber bearings support isolate this building from the ground, protecting the structure during an earthquake.

Japan’s Solution

After the Kobe earthquake, more buildings in Japan were constructed using base isolation, including apartments and condominiums, which are normally constructed using traditional methods. Today, about 100 base isolated buildings are built in Japan each year, not including single family homes.

Now, Japanese engineers are taking the concept of isolation a step further with “ground isolation.” In Sagamihara City outside Tokyo, they have built 21 separate buildings—six to 14 stories tall—on top of a three-acre concrete slab. The slab then sits on 150 isolation devices, including many very large rubber bearings, and all of the buildings move in sync. Ground isolation shows great promise and could bring base isolation to even more high-rise complexes.

Another idea we can get from Japan.

A closer look at the bearings that isolate the structure from the ground and the flexible utility hook-ups.

http://www.pbs.org/wgbh/nova/next/tech/rubber-bearings-seismic-protection/

What can be done to improve the earthquake resistance of a bridge?

Tuned mass dampers are used in tall buildings as well as in bridges to counteract the movement due to earthquakes as well as wind and other lateral loads. The Akashi Kaikyo bridge uses TMDs in the suspension towers for example.

Base isolation is one of the most common techniques used to resist earthquake movement. These are devices which essentially separate the horizontal movement of the foundation from the rest of the structure by using some form of sliding bearings. If designed properly this can drastically reduce earthquake damage.

Seismic Dampers are also common. These are a range of devices which act to remove seismic energy from the structure similar to how shock absorbers on a car remove the vibration energy of the car going over a rough road.

These technologies are well understood and are frequently used in bridges and buildings. There are more experimental techniques which are also possible such as: rocking isolation, or active damping systems (computer controlled dampers).

If desired these devices can also be used in combination in order to further enhance the earthquake response.

In standard seismic design practice a structure is designed to accommodate some damage. This damage is, wherever possible, concentrated in elements which are more easily replaced (beams and braces), and which will not result in a disproportionate collapse if damaged.

It is certainly technically feasible to design large bridges to resist earthquake loading. Especially if there were no financial constraints.

You may find this useful reading: How Earthquake-resistant Buildings Work. The techniques used on buildings can also be applied to bridges.

What are the most important elements in Chile's structures?

In accordance to Sebastian Gray, Which was the problem that caused some buildings to fall during the earthquake?

Who does Sebastian Gray blame for this?

What is Japan using to build new buildings?

Japan also uses TDM's. What is that?

You can use this information and pictures to prepare you poster and newspaper articles. Be creative!

PBL Video Building quake proof

Watch this video and get ideas to make P.R better prepared for the big one.

VIDEO


You can also create your own SHAKE table!

Fourth grade Second Opportunity Test Review. 
This an opportinity that the student and his/her parents have to improve the results of the last test. The concepts are homophones, synonyms, and antonyms.
Test Date: April 3,2018
Starting on Wednesday, March 28, 2018, the student will hand in to his teacher the first test review. Follow the instructions and complete these exercises. Your teacher will correct and discuss them with you (student). 

Let's go over the material you need to take this test! 

1. Watch this video to better understand what homophones are!   VIDEO

2. This game will be lot of fun!

3. Use this list to learn more homophones!

4^th Grade Homophone List

right/ write

then/ than

there/ they’re/ their

threw/ through

which/ witch

shone/ shown

it’s/ its

whole/ hole

peace/ piece

weather/ whether

your/ you’re

our/ are

would/ wood

to/ too/ two

grate/ great

night/ knight

no/ know

wait /weight

new/ knew

who’s/ whose

ate/ eight

blue/ blew

weak/ week

peak/ peek

heal/ heel/ he’ll

seam /seem

we’d/ weed

we’ve/  weave

4. Let's practice!
Use the correct homophone to complete the sentence.

5. Use this worksheet to review and practice the synonyms.
worksheet

6. Use this worksheet to review and practice the antonyms!

worksheet

Sixth grade Second Opportunity Test Review. 
Date: April 3,2018 
Follow the instructions and complete these exercises. Your teacher will correct and discuss them with you (student). 

Let's go over the material you need to take this test! You read Volcanoes and there you learned important information this natural disaster. Let's see if you missed something. Go to library and read this reading selection again. Then, complete the following exercises.

I- Match the vocabulary

___1. Dormant                                    a. crack on earth’s surface

___2. Core                                         b. center of the earth

___3. Geologist                                  c. inactive volcano

___4. Fault                                        d. section of the earth’s surface

___5. plate                                        e. scientist who studies the earth

___6. Vulcan                                      f. German god of fire

                                                          g. Roman god of fire

II- Answer the questions.

__1.  In Hawaii the legend says that ________________the  goddess of fire, was the cause of volcanoes.

a.   Namaka               b.  Kilaleu                     c.  Mauna Loa           d.  Pele

__2.   The people of Iceland believed that underwater volcanoes erupted because_______________the norse god   of fire was angry.

a.  Sam                      b.  Surtsey                   c.  Iceman                  d.  Namaka

__3.  Most volcanoes are found near the________________________shoreline.

      a.  Atlantic       b.  Mediterranean       c.  Pacific                  d.  Caribbean

__4.  AA is a type of  Hawaiian lava that is______________________.

     a.  thick                       b.  thin                            c.  red                        d.  rocky

__5.  Pahoehoe is a type of Hawaiian lava that is____________________.

    a.  red                          b.  thin                            c.  thick                     d.  smooth

___6.  ____________________is the largest volcano in Hawaii.

   a.  Mauna Loa            b.  Kilauea                      c.  Namaka                d.  Honolulu

___7. Hawaiian slow moving lava is___________.

   a. Pahoehoe             b. Namaka                         d. AA

___8. A volcano can be two(2) things:

    a. River                   b. A hill or a hole             c. a storm                

III- Volcanoes can help us to better understand Cause and effect relationship.

Match the cause to the effect. Cause Effect 

1. _______ The car ran a red light.                            A. The horses were thirsty. 

2. _______ Ben stayed up late.                                  B. She fell down. 

3. _______ The students were quiet in class.            C. She was hungry at lunch. 

4. _______ It rained.                                                  D. He was sleepy the next day. 

5. _______ Lydia skipped breakfast.                          E. It boiled over. 

6. _______ It was very hot outside.                            F. Everyone laughed. 

7. _______ Lucy’s shoes weren’t tied.                        G. It sank. 

8. _______ The boat had a leak.                                  H. Chris got wet.

9. _______ The puppy chased its tail.                          I. The teacher gave them a reward. 

10. _______ There was too much water in the pot.      J. Another car hit it

You can also learn cause and effect while playing. Go ahead!

Game

HAWAIIAN GODDESS OF FIRE, WHO WAS CHASED FROM HER HOMES BY HER SISTER. SHE SETTLED IN KILAUEA, ON THE BIG ISLAND OF HAWAII. WHEN SHE WAS ANGRY SHE BURST INTO FIRE AND THE VOLCANO ERUPTED.HAWAIIAN GODDESS OF FIRE, WHO WAS CHASED FROM HER HOMES BY HER SISTER. SHE SETTLED IN KILAUEA, ON THE BIG ISLAND OF HAWAII. WHEN SHE WAS ANGRY SHE BURST INTO FIRE AND THE VOLCANO ERUPTED.HAWAIIAN GODDESS OF FIRE, WHO WAS CHASED FROM HER HOMES BY HER SISTER. SHE SETTLED IN KILAUEA, ON THE BIG ISLAND OF HAWAII. WHEN SHE WAS ANGRY SHE BURST INTO FIRE AND THE VOLCANO ERUPTED.

HAWAIIAN GODDESS OF FIRE, WHO WAS CHASED FROM HER HOMES BY HER SISTER. SHE SETTLED IN KILAUEA, ON THE BIG ISLAND OF HAWAII. WHEN SHE WAS ANGRY SHE BURST INTO FIRE AND THE VOLCANO ERUPTED.