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Shelly Nugent

NGDC-Natural Hazards Databases at NGDC - 0 views

www.ngdc.noaa.gov/...hazards.shtml

natural disasters weather science tsunami earthquake volcano satellite cyclone ngdc hazards Level4

shared by Shelly Nugent on 07 Mar 11 - Cached
  • Shelly Nugent on 07 Mar 11
     
    Great information and hard data on Natural disasters including tsunami, earthquakes and volcanos, long term data, hist of natural hazards and research
Andrew Williamson

Emergency Management for Schools - 0 views

www.ema.gov.au/...schools.nsf

Level4 Level3 student interactive Teacher Interactive Rich Task

shared by Andrew Williamson on 20 Feb 11 - Cached
  • Andrew Williamson on 20 Feb 11
     
    For Disaster Studies especially those doing the VELS level 4 unit/Rich task. 
Andrew Williamson

Stop Disasters - 2 views

www.stopdisastersgame.org/...playgame.html

Level4 Level3 student interactive Rich Task

shared by Andrew Williamson on 14 Feb 11 - Cached
  • Andrew Williamson on 14 Feb 11
     
    Interactive game about dissarsters this could be good for prelim or testing theories for level 4 rich task
kynan robinson

Project-Based Learning: A Short History | Edutopia - 0 views

www.edutopia.org/project-based-learning-history

Project-Based pbl learning theory

shared by kynan robinson on 11 Oct 11 - No Cached
  • Projects are typically framed with open-ended questions that drive students to investigate, do research, or construct their own solutions.
  • How can we reduce our school's carbon footprint? How safe is our water? What can we do to protect a special place or species?
  • How do we measure the impact of disasters? Students use technology tools much as professionals do -- to communicate, collaborate, conduct research, analyze, create, and publish their own work for authentic audiences. Instead of writing book reports, for instance, students in a literature project might produce audio reviews of books, post them on a blog, and invite responses from a partner class in another city or country.
  • ...2 more annotations...
  • it consistently emphasizes active, student-directed learning
  • Learning to read is no longer enough. Today's students must to be able to navigate and evaluate a vast store of information. This requires fluency in technology along with the development of critical-thinking skills
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