ALEX Lesson Plan

     

Master of Disaster (Elementary Grades)

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  This lesson provided by:  
Author:Davina Mann
System: Madison County
School: Owens Cross Roads School
And
Author:Paige Craig
System: Madison County
School: Buckhorn High School
And
Author:Keith George
System: Madison County
School: Madison County Board Of Education
  General Lesson Information  
Lesson Plan ID: 32652

Title:

Master of Disaster (Elementary Grades)

Overview/Annotation:

Students will research natural disasters and their impact on people.  They will work in teams to design a disaster preparedness guide to share with the community to reduce the impact of a natural disaster utilizing various creativity apps on the iPad.

 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

Insight 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.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R5) Locate and curate information from digital sources to answer research questions.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer research questions.
  • curate information to present or share with others.
Teacher Vocabulary:
  • curate
  • keyword
  • search engine
  • database
Knowledge:
Students know:
  • that information to research questions can be obtained from digital sources.
  • how to use resources to organize information.
  • how to use resources to present or share with others.
Skills:
Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as the Alabama Virtual Library.
  • use additional words or punctuation to narrow search such as AND (+), OR, NOT (
  • ), and quotation marks.
  • organize information.
  • share information by creating a digital resource.
Understanding:
Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight 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.

Insight 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.

Local/National Standards:

 

Primary Learning Objective(s):

Students will:

  • collaborate with others to complete a project.
  • use critical-thinking skills to solve real-world problems.
  • communicate effectively with others.

Additional Learning Objective(s):

Essential Question:  How can we plan and prepare to minimize the impact on people in the unfortunate event of a natural disaster? 

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Masters of Disasters Project Rubic (attached)

Technology Resources Needed:

Internet Access

iPad2 or higher (at least one per group)

Educreations App (Free)

Background/Preparation:

The teacher should be familiar with a recent disaster that occurred either near enough or was newsworthy enough to use as a point of reference for students. (Remember when...)

Students and teacher should be familiar with locating pictures, either downloading copyright-free pictures from the web or using pictures from DropBox or a camera roll.

Students and teacher should be familiar with how to complete the following:

  • Include at least 1 text box used to identify an on-screen object.
  • Include audio instructions or description performed by the student(s).
  • Identify, contact, and interview an expert.

Students should be divided into pre-determined groups prior to beginning the project .

Download the Educreations app on each iPad to be used by students.

Students and teacher should be familiar with the iPad app Educreations.

  Procedures/Activities: 

1.  The teacher will introduce unit by showing a short video clip related to a type of disaster.  The video "Extreme Weather: Tornadoes 101" is attached; however, 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 Educreations app.  Remind students of the process of recording video using the iPad.  For a brief, step-by-step tutorial of Educreations, see the attached Educreations Tutorial.

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 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 the Educreations project.

8.  Students will use the iPad to create, gather and organize all video, photo, text, and audio elements of the project.

9.  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.
  • The presentation should include at least 1 picture.
  • The presentation should include at least 1 text box used to identify an on-screen object.
  • The presentation should include audio instructions or description performed by the student(s).
  • The presentation should include information that could help the audience better prepare for a disaster.

10.  Students will share the product with one other team for peer review, and evaluate the feedback provided to make improvements and/or changes (as appropriate, may need to be teacher-led review).

11.  Students will produce a final copy of the product and share the Educreations link with the teacher for electronic distribution to the community.  Students under age 13 will need to save to teacher's account with assistance.

12.  Students will create a short survey using Google Forms that will be provided electronically to the community members to complete.  This survey should include no more than five questions designed to evaluate the effectiveness of the product.  Based on grade level, this activity may need to be teacher-led and directed.



Attachments:
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  Assessment  

Assessment Strategies

Students will be assessed throughout the project on their ability to work well together and to effectively solve the presented problem.  

The product will be reviewed by a peer group during the creation process with each group having the opportunity to make additions, deletions, and/or corrections.

The final product will be evaluated by the teacher using the Masters of Disaster Product Rubric.

After the presentation to the community, the community members will be asked to complete a short survey on the effectiveness of the product.  These results will be provided to the students for real world feedback.

Acceleration:

Students that display mastery of any aspect of the project will be encouraged to extend the project by incorporating additional resources or providing the end product in additional formats (create a podcast based on the product, create additional print materials, etc.).

Intervention:

Teams will be determined by the teacher taking into account the strengths and weaknesses of each student.

Tutorials are available for the Educreations app.

Project timeline may be extended.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.