Title: Survival Challenge (8/15/2015) By: Carol Klatt, Courtney Allia Grade Level: 5 Goal: Students will understand the causes, impact, and survival precautions of severe weather and natural disasters that occur in the United States. Learning Objectives: Students will: Practice using the research process, i.e., W-I-S-E-R Make connections to science and literature Work cooperatively to produce a product for a predetermined audience Brainstorm what they already know about natural disasters list, characteristics etc. in groups & display for project teams Determine which types of natural disasters could occur in a specific location by interpreting map data Supplement their knowledge about the characteristics of 2 types of natural disasters by performing research Investigate to deepen their knowledge of how natural disasters affect life in the United States Massachusetts Common Core ELA Standards: 5.RIT.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a questions quickly or to solve a problem efficiently. 5.RIT.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.)
5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Overview: Split class into groups of 2-4 Distribute project hand-out Review the rubric Assign locations, have students select from a list, or pick appropriate locations out of a hat by state capital or state name. Using the online map resource, determine what natural disasters or extreme weather occurs there. Each group will select 2 of the disasters to research. Cite sources and collect information using World Book Print or Online and preselected websites available under Project Links>Natural Disasters at www.nelibrary.net Each group may select an appropriate format to present their information. Part 1: Wonder I can use a research model to define and investigate research questions. 5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Describe the WISER Research Model W = Wonder: What questions do you need to ask and answer? I = Investigate: Where and what information do I need? S = Sort, Sequence, Synthesize: How should I organize my information? What have I learned that I can share? E = Explain: Who is my audience? What medium should I use to share my ideas? R = Reflect: Did I answer my research questions? What should I do differently next time? What worked well? Make sure students understand the research question and have them generate what they think they need to find out to accomplish the task.
Part 2: Investigate I can read books and websites and record answers to my research questions. 5.RIT.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a questions quickly or to solve a problem efficiently. Using the website www.nelibrary.net, students will use their project booklet to collect information on their natural disasters. Part 3: Sort, Sequence, Synthesize I can organize information I collected from multiple resources to answer my research questions. 5.RIT.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Working with their group peers, students will decide on ONE natural disaster they are going to report on, how they are going to organize their project and specific information in order to prepare a presentation. For example, they may choose to work on all the research questions together or choose to respond to two research questions for all etc. They must decide on the most effective way they can share what they have learned. At this point, give a demonstration of Powtoon using exemplars created by previous students, the teacher or found on Youtube. Product Overview: How to Create Animated Presentations: Powtoon the PowerPoint Alternative Part 4: Explain I can understand my audience and use an appropriate medium to share the answers to my research questions. 5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.
5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.) Each group must choose a format (outline, paragraphs, story board, bullet points etc.) and write down details of what they are going to share and the sequence they are going to present the information. For storyboarding you can use a piece of paper folded in half lengthwise then in thirds to create 6 squares or an online tool such as: https://www.storyboardthat.com/storyboard-creator. Part 5: Explain I can create and give a presentation to effectively share what I know with my audience. Note: Each group can select how they want to share information, some ideas are posters, PowerPoint presentation, Powtoon, Audiorecording, VoiceThread, Video Commercial). 5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Once their written details have been approved, students working in groups in the lab and library can create their presentations. At this point, you can use Powtoon s introductory videos to show students the basic tools for creating animated presentations found in the Tutorials tab of the Powtoon website. KickStart Your Awesomeness with an Overview of the PowToon Essentials Once the projects are completed, they will present them to the class. Part 6: Reflect I can describe 3 things I learned from this project, 2 things I would change, and 1 thing I would still like to know about my topic. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.) Students will complete the 3-2-1 Summary at the end of the project.
Student Resources: www.nelibrary.net >Project Links>Natural Disasters The Landscape of Natural Disasters Interactive Map: http://www.usatoday.com/life/graphics/natural_disasters/flash.htm World Book Student Discovery Print or Online Weather Wiz Kids: http://www.weatherwizkids.com Center for Disease Control and Prevention: http://emergency.cdc.gov/disasters/ READY Campaign: http://www.ready.gov/natural-disasters The Landscape of Natural Disasters Interactive Map: http://www.usatoday.com/life/graphics/natural_disasters/flash.htm Teacher Resources: Where to find information Map World Book Weather Whiz CDC Ready Campaign Blizzard x x (winter storms) x (winter weather) X (winter storms) Earthquake x x x X Floods (Flash x x X (floods) X (floods) Floods) Hail x Heat Waves x (temperature) Hurricanes x x x x Ice Storms x Lake-effect Lightning x x x x (thunder & lightning) Monsoon x x (rain) Nor Easters River Floods x x X (floods) x (floods) Thunderstorms x x x (thunder & lightning) Tornadoes x x x x Tsunami x x x x Volcano x x x x Wildfires x x x x Extension Activity: ISDR (International Strategy for Disaster Reduction) Stop Disasters! A disaster simulation game from the UNISDR. http://www.stopdisastersgame.org/en/playgame.html
3 or more disasters Blizzard Earthquake Floods (Flash Floods) Hurricanes Lightning Monsoon River Floods Thunderstorms Tornadoes Tsunami Volcano Wildfires AK O X X X X AL O X X AR O X X X AZ O X X X X CA O X X X X CO O X X X X X X CT X DE FL O X X X X GA O X X X HI O X X X X IA O X X X ID O X X IL O X X X X IN O X X KS O X X X X KY O X X X LA O X X MA X MD X ME X MI O X X X X MN O X X X MO O X X X X MS O X X MT O X X NC O X X X ND O X X X NE O X X X X NH X NJ X NM O X X X X NV X NY O X X OH O X X OK O X X OR O X X X X PA O X X RI X SC O X X SD O X X X X X TN O X X X TX O X X X X X X UT O X X VA VT X
WA O X X X WI O X X WV WY X
List of states with at least 2 natural disasters: Alabama Alaska Arizona Arkansas California Colorado Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Michigan Minnesota Mississippi Missouri Montana Nebraska New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania South Carolina South Dakota Tennessee Texas Utah Washington Wisconsin
List of Capitals for above states: Montgomery Juneau Phoenix Little Rock Sacramento Denver Tallahassee Atlanta Honolulu Boise Springfield Indianapolis Des Moines Topeka Frankfort Baton Rouge Lansing St. Paul Jackson Jefferson City Helena Lincoln Santa Fe Albany Raleigh Bismark Columbus Oklahoma City Salem Harrisburg Columbia Pierre Nashville Austin Salt Lake City Olympia Madison
Scoring Rubric Report Card Benchmark Scoring Rubric Not Yet Progressing Toward the Standard (N) 1 pt. Student Name: Progressing Toward the Standard (P) 2 pts. Meets the Standard (M) 3 pts. Social Skills: Works and play cooperatively with others in structured activities Group project performance Could not work with the group Received at least 1 warning while working with the group Successfully worked with the group Exceeds the Standard (E) 4 pts. Consistently remained on task, worked quietly and efficiently and did not need any reminders Points Earned Science: Identifies and explains the cycles and changes that occur within the earth, on the earth s crust, and in its atmosphere. Accuracy of information Recorded 3 or more notes inaccurately Recorded 1-2 notes inaccurately Did not record any notes inaccurately 5.RIT.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a questions quickly or to solve a problem efficiently. 5.RIT.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.) 5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Written report: What is the disaster? How does it occur? How can you predict it is coming? How can you prepare for it? 5.SL.4 5.SL.5 Answered 2 or fewer research questions. Effectively addressed at least 3 of the research question. Effectively described what the disaster was, how it occurs, how you can predict it coming, and how you can prepare for it. n/a Effectively described all 4 research questions and included eyewitness account information Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Presentation: What is the disaster? How does it occur? How can you predict it is coming? How can you prepare for it? Presented 2 or fewer presentation questions. Effectively addressed at least 3 of the presentation question. Effectively described what the disaster was, how it occurs, how you can predict it coming, and how you can prepare for it. Effectively described all 4 questions and included appropriate multimedia Total (15 maximum):
Wiser Survival Challenge How can we be prepared for a natural disaster? Wonder What do I want to find out? o Main Questions o Sub-Questions What do I think I know? What else do I need to know? Investigate What kinds of resources might help? o Do I need more than one source? Where do I find the resources? Does this information come from a reliable source? Sort/Sequence/Synthesize Does this information help to answer my question? Does it raise new questions? o Do I need to get more information? What is the best way to organize my information? Express What is my main idea? Is the answer to my question complete? What is the best way to show the answer to my question? Who is my audience? Did I tell where my information came from? Reflect and Connect How does this connect to things I know? What do I understand now that I didn t before? Do I have new questions? Am I proud of my work? The end
Member #1: Member #3: Member #2: Member #4: Survival Challenge You are members of a Public Safety Task Force sponsored by the local Police Department in,. City/town State The Task Force is responsible for informing the families of your community about 2 potential natural disasters and extreme weather conditions they may experience living there. You must investigate potential disasters and determine the best way to teach them about what the disasters are, how they can be alerted if a disaster is approaching, and what they can do to ensure the safety of their families in the event of a disaster. Blizzard Earthquake Floods (Flash Floods) Hurricanes Lightning Monsoon River Floods Thunderstorms Tornadoes Tsunami Volcano Wildfires You must present a community awareness campaign to the Public Safety Task Force for approval before sharing it with the public. You will be able to use the information provided at http://www.nelibrary.net>project Links>Natural Disasters. Some questions the citizens of your community might like answers to are: What are the natural disasters that could affect my location? What causes them? How will I know they are coming? How can I prepare for a disaster? What are the most important things I could collect quickly to help survive a disaster? Bonus: Read about an eyewitness account of your disaster and include a quote from that person in your presentation! You must find this source on your own! Try a newspaper, school or public library database, internet, or book from the library. Remember to cite the source!
Natural Disaster Project 3-2-1 Summary 3 Things I learned from this project 1. 2. 3. 2 Things I would change about this project 1. 2. 1 Thing I would still like to know about my topic 1.
Disaster: Student: Where did I get my information? Title: Author: Publisher: Copyright Date: Volume: Pages: Notes
Part 1: Wonder I can use a research model to define and investigate research questions. 5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Part 2: Investigate I can read books and websites and record answers to my research questions. 5.RIT.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a questions quickly or to solve a problem efficiently.
Part 3: Sort, Sequence, Synthesize I can organize information I collected from multiple resources to answer my research questions. 5.RIT.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Part 4: Explain I can understand my audience and use an appropriate medium to share the answers to my research questions. 5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.)
Part 5: Explain I can create and give a presentation to effectively share what I know with my audience. 5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Part 6: Reflect I can describe 3 things I learned from this project, 2 things I would change, and 1 thing I would still like to know about my topic. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.)