Lesson Plan

The Sinking State of Alabama

Subject Area

English Language Arts
Science

Grade(s)

9, 10, 11, 12

Overview

The lesson will begin by engaging students with a video of a natural landform in Alabama called Neversink Pit. Students will then research the natural and human-made causes and effects of sinkhole formation in Alabama. Lastly, students will create a video PSA to communicate information about sinkhole dangers and methods to protect people and property from sinkhole damage.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Science (2015) Grade(s): 09-12 - Earth and Space Science

SC15.ESS.11

Obtain and communicate information about significant geologic characteristics (e.g., types of rocks and geologic ages, earthquake zones, sinkholes, caves, abundant fossil fauna, mineral and energy resources) that impact life in Alabama and the southeastern United States.

Unpacked Content

UP:SC15.ESS.11

Vocabulary

  • earthquake zone
  • sinkholes
  • caves

Knowledge

Students know:
  • Major historical events in Alabama and the southeastern United States include the formation of mountain chains and ocean basins, volcanic activity, the evolution and extinction of living organisms, and development of watersheds and rivers.

Understanding

Students understand that:
  • Local, regional, and global patterns of rock formations reveal changes over time due to Earth forces.
  • The presence and location of certain fossil types indicate the order in which rock layers were formed.

Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts

Stability and Change
English Language Arts (2021) Grade(s): 9

ELA21.9.7

Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.

Unpacked Content

UP:ELA21.9.7

Vocabulary

  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization

Knowledge

Students know:
  • Strategies to read, analyze, and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.

Skills

Students are able to:
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.

Understanding

Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
English Language Arts (2021) Grade(s): 9

ELA21.9.27

Utilize responsible and ethical research practices to present clear, coherent products with a command of language suitable for a particular target audience and purpose.

Unpacked Content

UP:ELA21.9.27

Vocabulary

  • Responsible research practices
  • Ethical research practices
  • Command of language
  • Target audience
  • Purpose

Knowledge

Students know:
  • Responsible and ethical research practices.
  • Presentation skills.
  • The conventions of standard, formal English.
  • Strategies to modify spoken language for a particular audience and purpose.

Skills

Students are able to:
  • Present clear, coherent products using responsible and ethical research practices.
  • Incorporate conventions of formal, standard English into clear, coherent presentations.
  • Modify spoken language to be suitable for a particular audience and purpose.

Understanding

Students understand that:
  • Ethical and responsible research practices are necessary when creating academic and workplace presentations.
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Spoken language should be adapted, depending on the audience and purpose.
English Language Arts (2021) Grade(s): 10

ELA21.10.7

Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.

Unpacked Content

UP:ELA21.10.7

Vocabulary

  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization

Knowledge

Students know:
  • Strategies to read, analyze, and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.

Skills

Students are able to:
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.

Understanding

Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
English Language Arts (2021) Grade(s): 10

ELA21.10.27

Utilize responsible and ethical research practices to present clear, coherent products with a command of language suitable for a target audience and purpose.

Unpacked Content

UP:ELA21.10.27

Vocabulary

  • Responsible research practices
  • Ethical research practices
  • Command of language
  • Target audience
  • Purpose

Knowledge

Students know:
  • Responsible and ethical research practices.
  • Presentation skills.
  • The conventions of standard, formal English.
  • Strategies to modify spoken language for a particular audience and purpose.

Skills

Students are able to:
  • Present clear, coherent products using responsible and ethical research practices.
  • Incorporate conventions of formal, standard English into clear, coherent presentations.
  • Modify spoken language to be suitable for a particular audience and purpose.

Understanding

Students understand that:
  • Ethical and responsible research practices are necessary when creating academic and workplace presentations.
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Spoken language should be adapted, depending on the audience and purpose.
English Language Arts (2021) Grade(s): 11

ELA21.11.8

Read, analyze, and evaluate texts from science, social studies, and other academic disciplines and explain how those disciplines treat domain-specific vocabulary and content and organize information.

Unpacked Content

UP:ELA21.11.8

Vocabulary

  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization

Knowledge

Students know:
  • Strategies to read, analyze, and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.

Skills

Students are able to:
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.

Understanding

Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
English Language Arts (2021) Grade(s): 11

ELA21.11.20

Analyze the formality of language in a variety of audible sources in order to comprehend, interpret, and respond appropriately.

Unpacked Content

UP:ELA21.11.20

Vocabulary

  • Formal language
  • Audible sources
  • Comprehend
  • Interpret
  • Respond

Knowledge

Students know:
  • Strategies to identify and analyze the formality of language in a variety of audible sources.
  • Methods to comprehend, interpret, and respond to a variety of audible sources.

Skills

Students are able to:
  • Listen to an audible source to determine and analyze the formality of language.
  • Listen to an audible source to comprehend the meaning.
  • Listen to an audible source to interpret meaning.
  • Listen to an audible source to respond to the message appropriately.

Understanding

Students understand that:
  • Listening is critical in determining the formality of language in an audible source.
  • They must actively listen to comprehend, interpret, and respond to the message of an audible source.
  • Formal and informal language each have their own characteristics and require different responses based on those characteristics.
English Language Arts (2021) Grade(s): 12

ELA21.12.8

Read, analyze, and evaluate texts from science, social studies, and other academic disciplines and explain how those disciplines treat domain-specific vocabulary and content and organize information.

Unpacked Content

UP:ELA21.12.8

Vocabulary

  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization

Knowledge

Students know:
  • Strategies to read, analyze, and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.

Skills

Students are able to:
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.

Understanding

Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
English Language Arts (2021) Grade(s): 12

ELA21.12.30

Synthesize research using responsible and ethical practices to create and orally present clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.

Unpacked Content

UP:ELA21.12.30

Vocabulary

  • Synthesize
  • Responsible research practices
  • Ethical research practices
  • Command of language
  • Target audience
  • Purpose

Knowledge

Students know:
  • Strategies to synthesize research findings from multiple sources.
  • Responsible and ethical research practices.
  • Oral presentation skills.
  • The conventions of standard, formal English.
  • Strategies to modify spoken language for a particular audience and purpose.

Skills

Students are able to:
  • Synthesize research findings from multiple sources.
  • Orally present clear, coherent products using responsible and ethical research practices.
  • Incorporate conventions of formal, standard English into clear, coherent presentations.
  • Modify spoken language to be suitable for a particular audience and purpose.

Understanding

Students understand that:
  • An effective presentation will include a synthesis of multiple information sources.
  • Ethical and responsible research practices are necessary when creating academic and workplace presentations.
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Spoken language should be adapted, depending on the audience and purpose.

Primary Learning Objectives

  • Students will obtain information about sinkholes, which impact life in Alabama, through online research.
  • Students will communicate information about how sinkholes in Alabama form and how they impact life in Alabama via a video public service announcement.
  • Students will utilize ethical research practices to produce a video public service announcement that demonstrates a command of language suitable for an informational oral presentation on a scientific topic.
  • Students will read and analyze scientific text to learn the meaning of domain- and content-specific vocabulary words and use those vocabulary words in an oral presentation.

Additional Learning Objective(s)

  • Students will work collaboratively with peers to create a video public service announcement (PSA).
  • Students will use a technological device to record the video PSA.

Procedures/Activities

Before Strategy/Engage: 20 minutes

1. Show students the video clip from YouTube: "Caving at Neversink Pit, Alabama" (2:11). After students watch the video clip, pose the question, "How did Neversink Pit form?" At this point, accept all student answers.

Note: There are additional pictures and information about Neversink Pit on this website: "This is Undeniable Proof That Everyone Must Visit the Most Photographed Spot in Alabama" from onlyinyourstate.com.

2. Students will need a copy of the article "How Sinkholes Form."  Alternatively, the students could access this article on an internet-capable device.

3. Before students begin to read, tell them that Neversink Pit is actually a limestone sinkhole. As students read the article independently or with a partner, students should write the answers to the following questions on their notebook paper. Alternatively, the students could highlight the answers in the text.

  • What dangers do sinkholes pose?
    Possible Answer: Sinkholes can kill and injure people when they occur without warning.
  • What areas of our country are most vulnerable to sinkholes?
    Possible Answer: About 20% of our country lies on karst topography, which is soluble rocks, such as a gypsum, limestone, or salt. The states most at risk are Florida, Alabama, Texas, Missouri, Kentucky, Tennesee, and Pennsylvania.
  • Are sinkholes a natural occurrence, or do humans play a role in their formation?
    Possible Answer: Sinkholes can form due to natural geologic processes. However, humans can create the conditions required for sinkhole formation by underground mining, pumping groundwater, and adding groundwater to the water table through sewers.
  • What should people do to protect themselves from possible sinkhole damage?
    Possible Answer: People who live in sinkhole-prone areas should inspect their property for signs of a possible sinkhole collapse, such as cracks in the walls and foundation of a building, doors and windows that refuse to close, or settling around the foundation of the building.

4. After students finish reading the article, the teacher should lead a class discussion on students' answers to the questions.

During Strategy/Explore & Explain: 60+ minutes

1. If students have access to a digital device, they can complete this step independently. If the students do not have access to digital devices, the teacher can show the website on the board. Go to "Alabama Sinkholes" from ArcGIS, click "Open in Map Viewer", then type your city's name into the search box. This interactive map will allow students to view the sinkholes in/near their city. If you are unable to find any sinkholes close to your city, you can "zoom out" until a sinkhole comes into view.

2. Tell students they will research the causes and effects of sinkholes in the state of Alabama and create a video Public Service Announcement (PSA) to raise awareness of sinkhole dangers.

3. Students will need access to the articles listed in the materials section. Students may use a printed copy of the article or access the article online using an internet-capable device. 

4. Students will read the articles while completing the Sinkholes in Alabama Graphic Organizer. This graphic organizer will require students to research both the natural and human-made causes and effects of sinkholes in Alabama. 

"Sinkholes in Alabama" from the Geological Survey of Alabama (GSA)

"Special Report: Sinkhole Shock" from WSFA Montgomery

"Why Sinkholes Open Up" from National Geographic

"Sinkholes" from United States Geological Survey (USGS) 

Note: Depending on students’ abilities, the teacher may wish to read the articles and complete the graphic organizer as a whole class, or model this skill one time before allowing students to read the articles independently or with a partner or small group. In addition, the teacher may wish to require students to cite the articles used during the lesson in MLA or APA format to include in a bibliography page for students' final project.

After Strategy-Explain & Elaborate-60+ minutes

 1. Before students begin to create their PSAs, the teacher may wish to show examples of professionally-created PSAs. The following website provides a list of PSA campaigns from the Ad Council.

"Our Campaigns" from adcouncil.org

2. The students should be split into partners or small groups for the next portion of the lesson. There are many options for groupings, depending on the teacher's needs. If students are grouped into partners, one student can film, while the other student presents the PSA, then the students can swap roles. If students are divided into small groups (3-5 students), each student can be assigned a particular role in the PSA (videographer, actor, writer, etc). 

3. Before students begin work on creating their PSA, the teacher should present students with the grading rubric.

4. Students should begin by writing a script for their PSA, being sure to include facts and details from their prior research. In their script, students should plan what props they would like to use during the PSA (such as pictures, photographs, maps, quotes, etc).

5. After completing their scripts, the students and teacher should check the script using the "Sinkholes in Alabama PSA Checklist". The teacher may wish to copy the checklist front and back, and use one side as a student self-check and one side as a formative assessment (for the teacher to provide feedback).

6. After receiving feedback from the teacher via the checklist, the students should have an opportunity to revise and edit their scripts as needed before beginning filming.

7. After the students have completed the final draft of their scripts, the students should film their PSAs. Ideally, after filming, the teacher would show the entire class each student's or each group's final PSA.

Assessment Strategies

Formative Assessment

Students' note-taking during the before strategy will be informally assessed through a class discussion. The teacher should informally assess students' notes that are taken on the "Sinkholes in Alabama Cause and Effect Graphic Organizer" to ensure students are taking factual and complete notes. The teacher should ensure students are including content- and domain-specific vocabulary in their notes to demonstrate understanding of the scientific text. The teacher should provide feedback on the students' scripts using the "Sinkholes in Alabama PSA Checklist".

Summative Assessment

The teacher will formally assess the students' final product, the video PSA, using the "Sinkholes in Alabama PSA Rubric" to determine if students can communicate information about significant geologic characteristics (e.g., sinkholes) that impact life in Alabama and the southeastern United States.

Acceleration

After students create a video PSA, students requiring acceleration opportunities could create a correlating print or website PSA on the same topic. The Ad Council website provides an example of professionally-created PSA campaigns that include video, print, and website components.

"Our Campaigns" from adcouncil.org

Intervention

Students requiring intervention may require additional scaffolding from the teacher or a peer during the research and note-taking phase of this lesson. The teacher should ensure that students requiring intervention strategies are partnered or grouped with a peer that can provide assistance during the after portion of this lesson.

Approximate Duration

Total Duration

Greater than 120 Minutes

Background and Preparation

Background/Preparation

Alabama's topography consists of solvent sedimentary rocks, such as limestone, gypsum, and salt, and a vast network of underground rivers called aquifers. This groundwater can easily dissolve the sedimentary rocks, which makes Alabama a hotbed of caves and sinkholes. A sinkhole forms when underground sedimentary rocks are slowly dissolved by groundwater. Eventually, the weight of the ground's surface becomes too great, and the Earth's surface caves in, creating a sinkhole. 

This website provides additional details about sinkhole formation, as well as a diagram: "Sinkholes-Where and Why They Form" from adventuresingeology.com

Students need to possess a basic understanding of the three main rock types: igneous, metamorphic, and sedimentary. Igneous and metamorphic rocks tend to be more durable, while sedimentary rocks are easily broken and dissolved. The solubility of sedimentary rocks creates caves and sinkholes in various locations.

This lesson will require students to work in partners or small groups for the final project, a video public service announcement (PSA). The teacher should have procedures in place for students working collaboratively in groups. This lesson will require the teacher to be knowledgeable about the technology used to create the video PSA at the conclusion of the lesson. The PSA can be created with any device capable of capturing video, such as an iPad, smartphone, video camera, etc. The teacher should familiarize him/herself with the device before implementing the lesson with students. If video editing equipment or programs are available, they could be utilized during this lesson. This lesson will focus on creating a PSA in a video format, however, if the teacher does not have access to the technology devices required to implement this project in the classroom, the students could create a PSA in a print format (see the website from the Ad Council to view examples of print PSAs).

The following website provides additional information about creating PSAs in the classroom:

"Our Campaigns" from adcouncil.org

Materials and Resources

Materials and Resources

Student Materials (per student)

Notebook paper

Pencil

Highlighter

Sinkholes in Alabama Cause and Effect Graphic Organizer

Sinkholes in Alabama PSA Checklist

Student Technology Materials (one per group or per class)

Device capable of capturing video (iPad, smartphone, video camera, etc.)

Teacher Materials

Sinkholes in Alabama PSA Checklist

Sinkholes in Alabama PSA Rubric

Website Links Used in Lesson (to be copied prior to lesson if internet-capable devices are unavailable to students)

"Sinkholes in Alabama" from the Geological Survey of Alabama (GSA)

"Special Report: Sinkhole Shock" from WSFA Montgomery

"Why Sinkholes Open Up" from National Geographic

"Sinkholes" from United States Geological Survey (USGS)

Technology Resources Needed

Student Technology Resources

An internet capable device to view informational text (if available)

Device capable of capturing video (iPad, smartphone, video camera, etc.)

Teacher Technology Resources

Teacher computer with internet access

Interactive whiteboard and/or projector with ability to project sound

Website for teacher background information: "Sinkholes-Where and Why They Form" from adventuresingeology.com

Video clip from YouTube for before strategy-"Caving at Neversink Pit, Alabama" (2:11)

Website for after strategy and acceleration: "Our Campaigns" from adcouncil.org

Website Links Used in Lesson

"This is Undeniable Proof That Everyone Must Visit the Most Photographed Spot in Alabama" from onlyinyourstate.com

"Alabama Sinkholes" from ArcGIS

"Sinkholes in Alabama" from the Geological Survey of Alabama (GSA)

"Special Report: Sinkhole Shock" from WSFA Montgomery

"Why Sinkholes Open Up" from National Geographic

"Sinkholes" from United States Geological Survey (USGS) 

Approved Date

2016-12-06
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