Please note that this schedule is designed to begin after the students have completed a general unit of instruction about earthquakes, and assumes that they already have the ability to create a Web Page.  This schedule also assumes that there is unlimited Internet access and unlimited computer access for each student ( which in most cases is just a dream, so time must be added to allow for Internet and computer availability at the individual school).  This schedule works best when classes meet every other day for 100 minutes.  While it is hoped that the research and communications can be done during the time provided at school, students will probably have to spend  some time outside of class as well.
 
 

Scheduling an Earthquake

Introduction Day	Teacher introduces the project:   1. Shares a little info about the participating schools   2. Explains project specific objectives   3. Either explains topic choices or allows time for students to propose topics   4. Students volunteer for "topic teams"   5. Team lists with email addresses is compiled for each team
Organization Day	Teams meet at each school to decide:   1. Communicator is selected to correspond with a teammate at each school      (4 person teams are recommended: 3 to communicate with the other schools and       one to coordinate research at the home school)   2.  How they will approach the research:  what kind of information do they want?,         who will collect what part?, etc.
Research Day 1	Students spend class time in the library or computer lab searching the Web, books, and  periodicals for ideas and information.
Discussion Day 1	Students review what they have found so far. Communicators email information to their counterparts and ask how they are doing,  Discussions on how to resolve problems encounter so far.
Research Day 2	Research continues in the Library and Computer Labs
Discussion Day 2	Communicators share what the other schools have found. Further problems are discussed. Plans and ideas are modified according to the new information provided.
Research Day 3	Research continues
Discussion Day 3	Communicators share again. Teams outline plans for how the material they have found can be presented on the Web
Research Day 4	If students feel they have enough information, they may use this time to prepare a preliminarey page layout or design, to show their team
Discussion Day 4	Teams share preliminary page ideas and agree on one, or create a composite. Communicators send preliminary design ideas URL's to their "bud"
Research Day 5	Flexible- teams do what is needed most for their project
Discussion Day 5	Communicators report what suggestions other teams have made. A decision must be made as to the format to be used for the Web page and specific jobs assigned.
Construction Day 1	Teams work on the final Web page
Construction Day 2	Students work on "Links" such as Works Cited, etc., that can be done at this point
Presentation Day	Each topic page is presented to the class. Students take notes, looking for relationships that might be used in their recommendations. (These relationships are formally written as a 1-3 paragraph proposal as homework)
Recommendation Day	The proposals written by each student are discussed by their team and a composite of these can be created and linked directly to their page.
Reflection Day	Students think about all they have learned and write their feelings and suggestions about the project. Each team should also send "Thank you " messages to the teams at the other 3 schools, wtih the URL of their final Web page
Extra Day	There is always something that isn't quite finished, or a section of the project where more time is needed, so "extra days" can be added whenever necessary in your unique situation