Kimberly AldrichEDCI-56800

Part A: Driving Question

Driving Question

How can we help residents prepare for and deal with a natural disaster that is likely to occur in their geographic location?

ContextThis driving question will be the basis for a unit that will enable students to learn about weather and how it impacts their daily lives. Students will investigate causes of weather related natural disasters and research ways to prepare for disasters that may occur in a specific region. The culminating activity will involve students creating a project that will educate people from a chosen region about preparing for and dealing with a natural disaster that could possibly occur. Students will also address the possibility of people and animals being displaced temporarily or permanently and how their plan could help those people and animals in the short term and long term.

This unit will integrate ELA, math, social studies, and science standards, with an emphasis on the following:

ELA Common Core standards related to Informational Text

RI 3.1-3.10 Math Common Core standards

Measurement & Data (MD 3.1-3.3, 3.5)Operations and Algebraic Thinking (OA 3.3 & 3.8)

Social Studies standards3.1.1- Identify geographical features in their local region3.4.2- Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.

3rd Grade Next Generation Science standards3-LS4-4- Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.3-ESS2-1- Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.3-ESS2-2- Obtain and combine information to describe climates in different regions of the world.3-ESS3-1- Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

LearnersThe learners for this lesson are 3rd grade students in a small rural school district in the central valley of California. Extreme weather and natural disasters are not common in this area. Earthquakes are felt on occasion, but most students have not experienced significant weather. In fact, California is experiencing a severe drought at this time. Because most students are only familiar with this area and possibly Mexico, learning about weather in other regions of the United States and the world will be very beneficial for them.

In this weather unit, I expect learners to learn and/or demonstrate the following: The effects of weather on the people and animals in the environment they live in Represent data in tables and graphical displays to describe typical weather conditions expected

during a particular season Gather information about climates in different regions of the world Design a plan for educating residents of a particular region about the possible weather related

hazards where they live and what they can do to prepare for and recover from such an event Explain and justify the reason for their design plan, giving concrete examples for why it will be

effective Understand the importance of giving back and helping our community and the people in it in times

of need

21st Century SkillsAs students work together to research information and design their disaster plans, they will develop the following 21st century skills:

Collaboration: Students will work together to research and synthesize information related to the geographic region they choose, and the extreme weather associated with the region. They will then create a disaster plan.

Communication: Students will present their disaster plans to a public audience, including members of the Red Cross, emergency services and city leaders.

Critical Thinking: Students will be moving beyond simple recall and comprehension levels in order to synthesize and apply information learned in a new and unfamiliar way. They will need to take the information they gather that is related to an unfamiliar place and create a disaster plan, taking into consideration all the resources available in that region and the geographical location. They will then have to explain why their plan will work. These tasks involve high rigor within a real world, unpredictable scenario.

Research and Technology: Students will have many opportunities for using technology to research and gather information, create data charts and graphs, create pamphlets and brochures and to create public service announcements using video. These are only a few of the possible uses of technology.

Meaning and Authenticity of Driving QuestionThis driving question has meaning and authenticity for the following reasons:

People are affected by weather in major ways on a daily basis. Very few days go by where we do not hear about a significant weather event someplace in the world. This question will give students an awareness of what weather can do and how people are truly affected and lives are changed forever.

This project will give students a different perspective of the world they live in. It will expose them to people and places around the world.

As we research and learn about past disasters and the devastation that occurred, it will give students an authentic reason for designing a disaster plan to help people prepare for these disasters.

Students gain a sense of community and an understanding of how it feels to do something helpful for other people.

Part C: Student-Centered, Web Enhanced Lesson: Lesson Assessments

Driving QuestionHow can we help residents prepare for a natural disaster that is likely to occur in their geographic location?

This unit will begin in the spring and is planned to take 6 to 8 weeks to complete. This is based on spending approximately 2 hours a day on the project.

Content Investigation/Task Grouping/Protocol Possible Scaffolding Tools AssessmentsNGSS- 3-ESS2-2Obtain and combine

Students will search the internet for weather related

Students will work in groups of 4. Each group will be given 20

Before beginning the activity, the teacher will show video clips

Students will use the Padlet web tool to

Formative:(See Rubric 1)A rubric, which

information to describe climates in different regions of the world.ELA Common Core standards:RI 3.5Use text features and search tools to locate information relevant to a given topic efficiently.RI 3.7Use information gained from illustrations and the words in a text to demonstrate understanding of the text.

disasters that have occurred within the past two years. They will choose one particular region where a disaster has occurred and record the following information:- Geographic location- Geographical features of the region- Population- Weather patterns throughout the year- Time of year when extreme weather is likely to occur

minutes to search natural disasters, using a group iPad. They will need to identify five disasters. Each member will record notes as they search. After the twenty-minute timeframe, students will use the Kagan Structure, Talking Chips, to discuss their finding and choose one disaster to focus on. Each student will have 3 chips. Students will take turns talking about the disasters they researched and sharing which one they would like to focus on. As each student talks, they put their chip in the pot. Once a student is out of chips, they cannot talk. Each student must use all of his or her chips. When finished, the group will vote on a disaster for their focus.

of past natural disasters to help build background knowledge for students. While researching, students may struggle with understanding what geographical features are. The teacher will help students by having them point out geographical features that they are familiar with in our region. Students may also need help finding websites that give climate information and how to locate correct information within the website. Students may also need help with uploading information onto their Padlet wall.

design a wall of the region of their choice. It will include the required information. Students can choose how they will add the information, which they will use as a reference when creating their final presentation.Students will use iPads for internet searches.

addresses the content standards for this task, will be used to evaluate the Padlet wall created by students. The teacher will also be monitoring student work on an individual and group level as they research and then work in their collaborative groups.

ContentNGSS 3-ESS2-1Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Investigation/TaskStudents will collect weather data for the specific time of year when a natural disaster is likely to occur in their chosen region. Students will use the internet to research this information. They will create a table or graph to illustrate the information they found.

Grouping/ProtocolStudents will work in their groups of four. Each member of the team will be responsible for a portion of the data collection, as appointed by the teacher. Data will include:-Temperature

High & Low Average

- Precipitation Types Averages

- Natural Disaster Kind # of

occurrences Reason disaster

occurs in region- Geographical Data

Elevation Features that

are affected by weather

Possible ScaffoldingStudents may struggle finding the appropriate websites to locate the information. Students may also struggle with how to input it into the organizer. Teachers may need to help students find appropriate websites by asking them guiding questions, without showing them or telling them where to find them. This may include questions such as, “What words come to mind when you think about the information you need to collect?” “What questions can you type into a search engine to get

ToolsStudents will upload their data into a Wiki that has been created by the teacher. It will have a template split into sections for each portion of data collected.Students will also use iPads and desktop computers to research the weather data.

AssessmentsFormative: (See Rubric 2)A rubric will be used to evaluate each student’s contribution for the Wiki. It will also include columns for the overall group Wiki.

the information you need?”

ContentCCSS Math- MD 3.1-3.3& 3.5Measure time intervals in minutes. Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Recognize area as an attribute of plane figures and understand concepts about measurement.CCSS Math OA3.3 & 3.8

Investigation/TaskStudents will create a plan for preparing residents for the natural disaster in their region. They will research how and what needs to be done before the disaster occurs in order for residents to be safe when the disaster occurs, and have the necessary resources to deal with the aftermath of a disaster. They will then create a presentation and a tool for getting the word out to the residents. Students will need to calculate the number of resources needed per household, based on the

Grouping/ProtocolStudents will continue to work in their groups. They will work in pairs within their groups. One set of partners will calculate information related to resources needed for residents, which include items such as food, water, blankets, medical supplies, etc., depending on the type of disaster they are focusing on. The other set of partners will focus on relocation of victims, if needed. This will include possible places for relocation as well as the amount of space needed for the number of people who may be affected by the disaster.

Possible ScaffoldingSince students are not familiar with creating Powerpoints, the teacher will demonstrate the basic tools and steps used to create a presentation. She will guide those students who are still struggling, through creating their first slide, and subsequent slides, as needed.

ToolsStudents will use their iPads and desktop computer to research disaster preparedness. They will then create a Powerpoint, combining the information they have gathered for the unit thus far. This will include an explanation for the why residents need to be prepared. As the culminating activity, students will create a public

AssessmentsFormative:Phase 1:(Students will create rubric)Students will self assess their disaster plan by using the rubric that was created by the class, prior to the start of the unit. It will include all the components needed for a good disaster plan, as determined by the class. They will revise their plan, based on their own assessment.Phase 2:(Students will create rubric)Students will share their plan with at least two other groups in the class. They will use the

Use multiplication and division within 100 to solve word problems.Solve two-step word problems using the four operations. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

quantity needed per person. They will also need to determine possible relocation areas and the size of a building or area needed, depending on the number of people needing to be relocated.

service announcement video, using their iPads that will be part of their final presentation.

same rubric to assess the group as a way of providing feedback to the group. Groups will again revise their plan, based on the feedback.Phase 3:(See Peer Questionnaire)Students will present their plan to peers from an area where a disaster is likely to occur. The peers will be instructed to provide feedback regarding the practicality and relevance of the plans.Phase 4:(See Audience Questionnaire)Students have created their public service announcement and pamphlet that will be evaluated by a public audience. The audience will include a questionnaire the audience will use to

provide feedback. The audience will include the Red Cross, emergency services representatives, school administration, and the classroom teacher.

ContentNGSS- 3ESS3-1Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Investigation/TaskStudents will construct an essay as part of their presentation, which will explain the reason why they have created the plan and why they believe their plan will be an effective way of reducing the impacts of a weather-related hazard.

Grouping/ProtocolStudents will participate in a silent conversation to record all of their thoughts and ideas for writing their group essay. In their group of four, students will record on a large piece of chart paper, their reasons why their plan will be effective and why their created it. Each student will have a different colored marker and be required to participate in the conversation. One student will then

Possible ScaffoldingStudents may struggle with the format of the essay and what information should be included in each part. The teacher may need to work with students who struggle, and/or provide a template for them to use to organize their thoughts.

ToolsStudents will use a Word program to write the final draft of their essay. They will use Google Docs to work on it collectively.

AssessmentSummative:(See Smarter Balanced Informative-Explanatory Writing Rubric 3)A Common Core writing rubric will be used to assess the writing structures and components as well as the merit of the claims made about the impact of their disaster plan.

be assigned to write the topic paragraph. Two students will work together to write the body. Finally, the fourth person will write the conclusion.

Rubric 1

Standard/Objective Score of 1 Score of 2 Score of 3 Score of 4Next Generation Science

StandardNGSS-3-ESS2-2

No evidence is presented to show that student is able to obtain and combine information to describe climates in different regions of the world and present it in an organized manner, in order to work collaboratively with his/her group.

Little evidence is presented to show that student is able to obtain and combine information to describe climates in different regions of the world and present it in an organized manner, in order to work collaboratively with his/her group.

Some evidence is presented to show that student is able to obtain and combine information to describe climates in different regions of the world and present it in an organized manner, in order to work collaboratively with his/her group.

Strong evidence is presented to show that student is able to obtain and combine information to describe climates in different regions of the world and present it in an organized manner, in order to work collaboratively with his/her group.

ELA Common Core Standard-

Reading for Information 3.5

No evidence is presented to show that student is able to use any text features and search tools (e.g., key words,

Little evidence is presented to show that student is able to use any text features and search

Some evidence is presented to show that student is able to use some text features and

Strong evidence is presented to show that student is able to use many text features and search

sidebars, hyperlinks) to locate information relevant to a given topic..

tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

search tools (e.g., key words, sidebars, hyperlinks) to locate some information relevant to a given topic efficiently.

tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

ELA Common Core Standard- Reading for

Information 3.7

No evidence is presented to show that students are able to use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur), as related to their topic of natural disasters. Very little of the following information is included in the presentation, and it lacksorganization:-Geographical location-Geographical features of the region-Population-Weather patterns throughout the year-Time of year when extreme weather is likely to occur

Little evidence is presented to show that students are able to use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur), as related to their topic of natural disasters. Some, but not all of the following information is included in the presentation, and it lacksorganization:-Geographical location-Geographical features of the region-Population-Weather patterns throughout the year-Time of year when extreme weather is likely to occur

Some evidence is presented to show that students are able to use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur), as related to their topic of natural disasters. All of the following information is included in the presentation, but it lacks coherency and is not well organized:-Geographical location-Geographical features of the region-Population-Weather patterns throughout the year-Time of year when extreme weather is likely to occur

Strong evidence is presented to show that students are able to use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur), as related to their topic of natural disasters. All of the following information is included in the presentation and presented in an organized manner:-Geographical location-Geographical features of the region-Population-Weather patterns throughout the year-Time of year when extreme weather is likely to occur

Speaking and Listening Common Core

Standard- SL 3.1Comprehension and

Collaboration

Student is not engaged in the collaborative discussions and there is no evidence of engagement in the following:-Come to discussions prepared having read and studied the researched information, in order to effectively

Student is occasionally engaged in the collaborative discussions and there is little evidence of engagement in some but not all of the following:-Come to discussions prepared having read and

Student is somewhat engaged in the collaborative discussions and there is evidence of some, but not full engagement in all of the following:-Come to discussions prepared having read and

Student is effectively engaged in the collaborative discussions and there is evidence of full engagement in all of the following:-Come to discussions prepared having read and studied the researched

share it with the group.-Follow agreed upon rules for the discussion-Ask questions to check for understanding of information presented, stay on topic, and link comments to the remarks of others.-Explain own ideas and understanding in light of the discussion.

studied the researched information, in order to effectivelyshare it with the group.-Follow agreed upon rules for the discussion-Ask questions to check for understanding of information presented, stay on topic, and link comments to the remarks of others.-Explain own ideas and understanding in light of the discussion.

studied the researched information, in order to effectivelyshare it with the group.-Follow agreed upon rules for the discussion-Ask questions to check for understanding of information presented, stay on topic, and link comments to the remarks of others.-Explain own ideas and understanding in light of the discussion.

information, in order to effectively share it with the group.-Follow agreed upon rules for the discussion-Ask questions to check for understanding of information presented, stay on topic, and link comments to the remarks of others.-Explain own ideas and understanding in light of the discussion.

Rubric 2

Standard/Objective Score of 1 Score of 2 Score of 3 Score of 4Next Generation Science Standard

NGSS 3-ESS2-1

IndividualAssessment

There is no evidence to support the student’s ability to represent data in tables or graphical displays to describe typical weather conditions expected during a particular seasons and input specific data assigned to the student in the group Wiki.

Little evidence supports the student’s ability to represent data in tables or graphical displays to describe typical weather conditions expected during a particular seasons. There is little evidence of input of specific data assigned to the student in the group Wiki.

Evidence supports the student’s ability to represent some data in tables or graphical displays to describe typical weather conditions expected during a particular seasons and input some of the data assigned to the student, in the group Wiki.

Evidence supports the student’s ability to represent data in tables or graphical displays to describe typical weather conditions expected during a particular seasons and input specific data assigned to the student. in the group Wiki.

Next Generation None of the following The group Wiki is missing one The group Wiki includes all The group Wiki includes all of

Science Standard NGSS 3-ESS2-1

Group WikiAssessment

information for the selected region is included in the Wiki-Temperature

High & Low Average

-Precipitation Types Averages

-Natural Disaster Kind # of occurences Reason disaster

occurs in region-Geographical Data

Elevation Features that are

affected by weather

or more of the following information for the selected region and the information included is not organized and lacks important information for one or more of the areas below:-Temperature

High & Low Average

-Precipitation Types Averages

-Natural Disaster Kind # of occurences Reason disaster occurs

in region-Geographical Data

Elevation Features that are

affected by weather

of the following information for the selected region, but information is sometimes vague and lacks some important details:-Temperature

High & Low Average

-Precipitation Types Averages

-Natural Disaster Kind # of occurences Reason disaster

occurs in region-Geographical Data

Elevation Features that are

affected by weather

the following information for the selected region in a well organized manner with thoughtful and thorough explanations:-Temperature

High & Low Average

-Precipitation Types Averages

-Natural Disaster Kind # of occurences Reason disaster occurs

in region-Geographical Data

Elevation Features that are

affected by weather

Peer Feedback Questionnaire

Please provide constructive feedback to your peer group regarding the following:

1. Based on what you know of your local region and the natural disasters that have occurred there, do you feel this plan would be beneficial to the residents of your area? Why or why not?

2. Would you change anything about this plan to make it more helpful to you and your fellow residents? (Please be specific)

3. What do you like about this plan? (Please be specific)

Audience Feedback Questionnaire

Please provide constructive feedback regarding the following:

1. Do you feel this plan would be beneficial to the residents in the area it is designed for? Why or why not?

2. What changes could be made to this plan to make it more relevant and beneficial to the residents in the region? (Please be specific)

3. What do you like about this plan? (Please be specific)

4. How would you rate the groups overall presentation, on a scale of 1 to 5? Please include examples

from the presentation to demonstrate the reason for your rating. Consider information included in the presentation, along with the presentation itself.

1= Plan needs a lot of work to be helpful2= Plan has some helpful information but is missing key information that residents would need.3= Plan has basic helpful and key information.4= Plan has helpful and key information that is explained well and graphics are used.5= Plan has very helpful information and gives residents very specific key information, including diagrams and graphics.