Resource 6 Earthquakes and Volcanoes

Title	Author /Illustrator
Earthquakes and Volcanoes	Alison Rae Picture researcher: Julie Bird
Publisher	Date of publication
Evans Brothers Limited	2005
Overview of text This is a chapter book which explains the who, what ,where, how and why of earthquakes and volcanoes. As it is an information text, the language is descriptive and appropriate for same. There are pictures on each page to aid in the understanding of the text. The text would be useful for students who are examining and writing information reports, as the book clearly shows the correct format.
Language features The language is rich and descriptive, but can be interpreted by students to make meaning. The text provides information, and the information could be used to aid students in writing their own report. The text allows for identification of keywords that can be used to assist report writing.The text could be used to help teach report writing format.
Other textual features (e.g. format, illustrations) The format is typical of a nonfiction information text. There is an abundance of illustrations used to link written text and descriptions. The format is easy to follow, but also allows the reader to scan  and skim for required information.
Audience	Genre
Grade 3- Grade 7	Non fiction- information text

Title of text Earthquakes and Volcanoes
Before reading activities	Justification*
1.Look at the front cover and predict what the text will be about 2.Flick through the book to identify with the contents, glossary and index page- what type of book do these relate to? 3.Look at the various pictures- show how there are tables, pictures and graphics- what are these used for?	1.CB -predict likely text and sentence structures 2.TP - be able to understand how illustrations, diagrams, graphs and other pictorial features present meaning in the text 3.CB -use and integrate knowledge about images
During reading activities	Justification*
1.Identify the language and subject specific vocabulary 2.Examine how the text uses real pictures and diagrams to expand knowledge and meaning 3.Is this factual information? How do we know? 4.Discuss fact and opinion 5.Can we identify with this type of text? Can we think of examples where this type of text can be used?	1.TU -understand that these functions influence the way texts are structured 2.TP (7/8)- be able to understand how illustrations, diagrams, graphs and other pictorial features present meaning in the text 8. understand how layers of meaning are constructed in a text 3.TA -talk about opinion, point of view and bias in texts 4.TA -talk about an author's purpose in constructing a text 5.TA - understand how a text's structure and features contribute to the way the text portrays ideas or issues
After reading activities	Justification*
1.Identify the key words/information from the text 2.In groups students will look at a certain aspect of earthquakes/volcanoes and write a paragraph about the topic. This will be used to write a class report on earthquakes 3.Students will describe the layout for an information report, using the text as a guide 4.Select an important picture or diagram from the book and interpret its meaning. Explain it to another class member 5.Read a section of the book and paraphrase it (writing) 6.Write 5 facts about volcanoes 7.Use the text to write down the most significant earthquakes in history, and place them on a timeline 8.Conduct science experiments to describe what happens during a volcano 9.Create a diorama depicting the aftermath of an earthquake	1.CB -use and integrate semantic, grammatical and phonological/graphological cues 2.TU -know about the different social and cultural functions that texts perform 3.TA -. understand how a text's structure and features contribute to the way the text portrays ideas or issues 4.TP -be able to understand how illustrations, diagrams, graphs and other pictorial features present meaning in the text 5.CB self correct by searching for more information and trying different options and by using strategies such as re-reading, reading ahead and checking illustrations 6.TP - participate in unpacking the literal and inferential meanings of the text 7.TU -use texts for a range of purposes 8.TA -understand how a text's structure and features contribute to the way the text portrays ideas or issues 9.TA - explain why people might interpret texts differently
Questions from Bloom’s (revised) Taxonomy Remembering Understanding Applying Analysing Evaluating Creating Remembering Describe what happens during an earthquake? What are the effects on society? List the major earthquakes that have occurred? Understanding State in your own words what happens when an earthquake hits? Condense this paragraph: Page 10, paragraph 2 Illustrate in a diagram how the earths crust moves cause an earthquake? Applying In small groups do a dramatic interpretation of an earthquake or volcano. Use the people in your group to demonstrate the effects Conduct science experiments to find out what the effects of a volcano are Conduct a mock interview of someone whose home has been destroyed by an earthquake. Ask them to describe their feelings and the effect this will have upon their life Analysing What is the relationship between an earthquake and a tsunami? Classify the earthquakes from least damage to most damage- what criteria will you use? Evaluating Conduct a debate about whether an earthquake is more devastating than a volcano? Creating Create a diorama depicting the after math of an earthquake. Formulate a plan to be used in preparing for an earthquake Imagine that you were the first person to find out that an earthquake was about to happen, what would you do and why?