1. The teacher will introduce the unit by showing a short video clip related to a type of disaster. An example video is the video "Extreme Weather: Tornadoes 101". If other types of disasters are more common or have occurred more recently, consider one of the following:
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. Inform them that they will need to create a product that can be shared easily and one that will work on a variety of devices.
5. Introduce (or reintroduce) the iMovie app. Remind students of the process of recording video using the iPad. For a brief, but step-by-step tutorial of iMovie, go to http://www.noteboomproductions.com/ipad-apps/tutor-for-imovie-for-ipad/.
6. Allow students to select a type of disaster that they wish to educate others about. Provide them with the Masters of Disaster Product Rubric as well as the requirements outlined below.
7. 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. Students will outline these possibilities and research the best preventative measures and identify all possible preparations that could be made to reduce the negative effects. Students will use Inspiration Maps Lite, a concept mapping tool, to create an organizer to plan the topics to be included in their final product. A tutorial video for Inspiration Maps Lite can be found here.
8. Students will identify, contact and interview an expert in a field related to their chosen topic. The interview could be related to background information or could be included as part of the preparedness efforts. The research gathered will be converted into a script that could be included in iMovie, or used in the text content that accompanies the iMovie video.
9. Students will use the iPad to create, gather and organize all video, photo, text, and audio elements of the project.
10. Students will use the iMovie app and the resources gathered to create a project that includes the following:
- The end product will be a minimum of four minutes and a maximum of six minutes in length.
- The product will include text captions.
- The content of the product must be up-to-date, accurate, and informative.
- The purpose of the product is to inform the community of the possibility of the disaster, the negative effects of the disaster, and the preparation efforts that could be completed in advance to minimize these negative effects.
- The sources of information contained in the product must be cited and available as a print resource to accompany the product.
11. Students will share the product with one other team for peer review, and evaluate the feedback provided to make improvements and/or changes.
12. Students will produce a final copy of the product in iMovie format and share it with the teacher for electronic distribution to the community.
13. Students will create a short survey using Google Forms that will be provided electronically to community members to complete. This survey should include no more than five questions designed to evaluate the effectiveness of the product just as might occur in the workplace. (A tutorial on creating Google Forms can be found here.)