ALEX Learning Activity

  

Educreating a Disaster Plan

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Davina Mann
System:Madison County
School:Owens Cross Roads School
  General Activity Information  
Activity ID: 406
Title:
Educreating a Disaster Plan
Digital Tool/Resource:
Educreations
Web Address – URL:
Overview:

Educreations allows you to create and record lessons for students to view independently.  In addition, it give students a creative media they can use to prepare presentations for their teachers and classmates.

  Associated Standards and Objectives  
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 3
Geographic and Historical Studies: People, Places, and Regions
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

Unpacked Content
Strand: Economics, Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence Of Student Attainment:
Students:
  • Investigate and explain ways to prepare for natural disasters.
Teacher Vocabulary:
  • flood-prone areas
  • earthquake insurance
  • flood insurance
  • hurricane shelters
  • tornado shelters
  • emergency
  • evacuation routes
Knowledge:
Students know:
  • Appropriate ways to prepare for natural disasters in order to minimize negative effects.
  • Vocabulary: flood prone areas, earthquake insurance, flood insurance, hurricane shelters, tornado shelters
Skills:
Students are able to:
  • Establish an emergency plan.
Understanding:
Students understand that:
  • There are appropriate ways to prepare for natural disasters in order to minimize negative effects.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.3.9- Participate in a classroom discussion about different types of natural disasters and ways to prepare for them.


Science
SC2015 (2015)
Grade: K
10 ) Ask questions to obtain information about the purpose of weather forecasts in planning for, preparing for, and responding to severe weather.*


NAEP Framework
NAEP Statement::
E4.8: Weather changes from day to day and during the seasons.

NAEP Statement::
E4.9: Scientists use tools for observing, recording, and predicting weather changes from day to day and during the seasons.


Unpacked Content
Scientific And Engineering Practices:
Asking Questions and Defining Problems
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Earth and Human Activity
Evidence Of Student Attainment:
Students:
  • Ask questions to obtain information about the purpose of weather forecast in planning for severe weather.
  • Ask questions to obtain information about the purpose of weather forecast in preparing for severe weather.
  • Ask questions to obtain information about the purpose of weather forecast for responding to severe weather.
Teacher Vocabulary:
  • Weather
  • Forecasting
  • Severe
  • Purpose
  • Obtain Information
Knowledge:
Students know:
  • There are patterns related to local severe weather that can be observed (e.g., certain types of severe weather happen more in certain places).
  • Weather patterns (e.g., some events are more likely to occur in certain regions) help scientist predict severe weather before it happens.
  • Severe weather warnings are used to communicate predictions about severe weather.
  • Weather forecasting can help people plan for, and respond to, specific local weather (e.g., responses: stay indoors during severe weather, go to cooling centers during heat waves; preparations: evacuate coastal areas before a hurricane, cover windows before storms).
Skills:
Students are able to:
  • Ask questions based on observations to find more information about the world.
  • Obtain, evaluate and communicate information from observations and grade appropriate text or media.
  • Obtain information to describe patterns in the natural world.
Understanding:
Students understand that:
  • Severe weather has causes that generate observable patterns.
AMSTI Resources:
AMSTI Module:
Weather Walk
*Weather, STC
*Sunny Sandbox, ETA/hand2mind
*Clouds, GLOBE

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.K.10- Associate seasons of the year with various weather conditions and identify how to prepare for certain conditions (e.g., tornados, floods, snow).


Science
SC2015 (2015)
Grade: 3
15 ) Evaluate a design solution (e.g., flood barriers, wind resistant roofs, lightning rods) that reduces the impact of a weather-related hazard.*


NAEP Framework
NAEP Statement::
E4.11: Humans depend on their natural and constructed environment. Humans change environments in ways that can either be beneficial or detrimental for themselves and other organisms.


Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Earth and Human Activity
Evidence Of Student Attainment:
Students:
  • Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Teacher Vocabulary:
  • Merit
  • Claim
  • Problem/solution
  • Design solution
  • Impact
  • Reduce
  • Weather-related hazard
Knowledge:
Students know:
  • Engineers design solutions to reduce the impact of weather related hazards.
  • Problems caused by weather related problems.
  • Humans can not eliminate natural hazards but can take steps to reduce their impacts.
  • Some design solutions are more effective than others.
Skills:
Students are able to:
  • Identify impacts of a weather related hazard.
  • Identify the effects of solutions to a problem that reduces the impact of a weather related hazard.
  • Make a claim about a designed solution that reduces the impact of a weather related hazard.
  • Communicate evidence to support the claim about a designed solution that reduces the impact of a weather related hazard.
Understanding:
Students understand that:
  • There are cause and effect relationships between weather-related hazards and design solutions created to reduce their impact.
  • There are benefits and risks to given solutions created when responding to the societal demand to reduce the impact of a hazard.
AMSTI Resources:
AMSTI Module:
Weather and Climate

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.15- Identify practices that keep people safe during severe weather.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools using various forms of media.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • , using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains using digitial tools.
Teacher Vocabulary:
  • key ideas
  • informs
  • persuades
  • entertains
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
  • artifact
Knowledge:
Students know:
  • that digital tools are available that enable them to inform others.
  • that digital tools are available that enable them to persuade others.
  • that digital tools are available that enable them to entertain others.
  • how to locate directions or tutorials for working in digitial tools.
  • that communication has a specific purpose and audience.
  • that collaboration in digital tools can occur 24/7 in various locations.
Skills:
Students are able to:
  • design communications using various digital tools that informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • explain the purpose of an artifact they create.
  • collaborate with peers in an online environment.
Understanding:
Students understand that:
  • various digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • all communication has a purpose.
Learning Objectives:

Students will:

  • collaborate with others to complete a project
  • use critical thinking skills to solve real world problems
  • communicate effectively with others
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

1. Teacher will introduce activity by showing a short video clip related to a type of disaster. Examples can be found in the ALEX Lesson Plan "Masters of Disaster (Elementary Grades)

2. Follow the video with a teacher-led discussion that explores the experiences of the students related to disasters.

  • What disasters have occurred in the lives of the students?
  • What were the results and effects of the disaster?
  • Were there any injuries?

3. Wrap up the discussion with the introduction of the essential question: How can we plan and prepare to minimize the impact on people in the unfortunate event of a natural disaster?

4. Challenge students to create a product (ex: Public Service Announcement) to be shared with the entire community that will educate residents on what to do in advance of a disaster to minimize the effects. 

5. Allow students to select a type of disaster that they wish to educate others about. 

6. Students will utilize print and electronic sources to gather and evaluate the latest information regarding the possible effects on their community in the event of a disaster of the type selected. 

7. Students will use the Educreations app and the resources gathered to create a project that includes the following: (Adapt as needed based on grade level)

  • A presentation of at least 1 minute.
  • Presentation should include at least 1 picture.
  • Presentation should include at least 1 text box used to identify an on screen object.
  • Presentation should include audio instructions or description performed by the student(s).
  • Presentation should include information that could help the audience better prepare for a disaster.

8. Students will produce a final copy of the product and share the Educreations link with the teacher.

 

Assessment Strategies:

Finished product will be evaluated by peers and teacher.  Additionally, the students could seek feedback from the general public in response to the PSA.


Advanced Preparation:

Teacher should download and install the Educreations App (free) onto all devices to be used.

Teacher should become familiar with the application.  A tutorial is available at https://alex.state.al.us/uploads/32652/EducreationsTutorial.pdf

Variation Tips (optional):

Easily adapted to other topics.  The requirements of the  end product can be adapted to other grade levels.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
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