Grade Level/ Content Area: 9Th Grade/Geology

Natural Disaster Kit Lesson Plan

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Grade level/ Content Area: 9th Grade/Geology

Date of Lesson: Spring 2017

Enduring Understanding for Lesson:
Natural hazards are unavoidable, but humans can take steps to prepare for them and reduce their impact. / Big Ideas:
Necessities for Survival / Essential Question for Lesson:
How can you help a community prepare for and respond to a disaster or emergency?
Colorado Academic Standards (CAS) specifically addressed in today’s lesson:
a. Develop, communicate, and justify an evidence-based scientific explanation regarding natural hazards, and explain
their potential local and global impacts (DOK 1-3)
b. Analyze and interpret data about natural hazards using direct and indirect evidence (DOK 1-2)
c. Make predictions and draw conclusions about the impact of natural hazards on human activity – locally and globally (DOK 2-3)
How does this lesson connect to & support to unit’s summative performance assessment(s)? How does this contribute to your backward design?
The summative authentic performance task is a hands-on, research-based assessment, in which students get the chance to research some effective strategies to prepare for an impending natural disaster of their choice and create a recovery tool to manage an aspect of a natural disaster. In this lesson students will discuss the needs of those who are in a fight for survival and understand the difficulties of living through such an ordeal. By the end of the lesson SWBAT communicate, justify, and defend the question, claim, evidence, and explanation of their family emergency kit to others.
NGSS Performance expectations/Lesson Objectives
(please say out loud and post)
NGSS Performance Expectation:
MS-ESS3: Earth and Human Activity
MS-ESS2-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
QCEE sheet: provides a space for students to write the question being investigated, the claim being made, the evidence that supports their the claim, and an explanation that summarizes the reasoning that links the claim and the evidence together as well as stating newly learned core ideas derived from the investigation.
OR Essential Knowledge: What, specific content, do you want students to KNOW by the end of THIS lesson?
Disaster Prevention includes having the supplies and coping resources on hand to weather a storm or evacuation.
AND
Essential Skills: What specific skills, do you want students to DO by the end of THIS lesson? *Higher-Order thinking should be emphasized!
Before: Make an observation of each instructional engagement and use prior knowledge to make several assumptions about observation.
During: Design and implement an investigation to answer the question. Design a “data table” to organize the data collected.
After: Analyze the relationship among the variables and make a claim based on the data collected. Cite evidence to support or refute claim and form an explanation with reasoning that links the claim and the evidence together.
Guiding Question(s) for the Lesson: (please say out loud and post)
What is a natural disaster? and identify examples.
What essential items and/or skills does a person need to survive?
How are humans impacted by natural disasters?
Why are some natural disasters difficult to predict, while others are easier to predict?
Teacher Action [Observable]: How are you structuring the meaning making for and with the students?
What will you be doing?
Where are the directions for students?
INTRO/HOOK
Connect (activate prior knowledge): Allow students to brainstorm and organize ideas in defining a natural disaster kit to explore what they know and what they still need to learn about preparedness and natural disasters to help students access new knowledge and succeed.
Inform: (what are we doing today/today’s objective) Students discuss and negotiate key elements for surviving a natural disaster. Stories are a powerful way of communicating things we need to know
Motivate: (LESSON HOOK): Using compelling narrative and reinforcing the visual power and strength of natural disasters to enthrall, captivate, and educate students about what a natural disaster is.
College & Career Connections: (Who DOES this in real life? Why does it matter?): A workforce of people-scientists among them-dedicate their professional lives to predicting, preventing, and dealing with the consequences of disasters, whether natural and man-made. Just a few of the many committed professionals who dedicate their lives to reducing the devastation of disasters: a technologist working on earthquake-monitoring systems, an epidemiologist investigating the post-disaster mitigation, and an engineer working on making the built environment more resilient.
Estimated Time (pacing): 5 min
STEP 1
Handout cards with a variety of supplies that are needed to prepare for a Natural Disaster (e.g., water, food, battery, medication, tools, documents, clothes, etc.) and have students individually create a natural disaster kit.
powerpoint display
“For how many days will your kit last?”
“Why was your selection a need vs a want?”
“How do you think you would react in a disaster?”
“What was not supplied that should be – fill out the blank card for those items?
“What would happen if…you broke a leg, got a severe cut, should you consider these situations?
Estimated Time (pacing): 10 min
STEP 2
Have students get into their natural disaster groups, share out their indiv kits, and then create a group Disaster Emergency Kit that incorporates the specific needs of their disaster (volcano, wildfire, earthquake, etc).
“How has the kit changed because of your disaster?”
“What kinds of items were tossed out or kept in – why?
Estimated Time (pacing): 10 min
STEP 3
Display PowerPoint With Procedures for Paired Discussion
“Think of the necessities of life you had to do without…and list those ideas.“ Turn to the person next to you and for 4 minutes describe your survival story (doesn’t have to be a natural disaster) while your partner takes notes on their QCEE document. Answer the following guided questions:”
1)  What event or situation did that person survive?
2)  Give details about the person’s ordeal.
3)  How did he or she react to the situation (i.e., coping skills and or contacting an organization for support)?
4)  How did the event change the person’s life?
5)  Has it made the survivor feel differently about life today?
In progress discussion: “One way to remember information in a story is to take notes. List the items and/or skills your partner or the person in the story needed, but did not have during the natural disaster. What are your impressions?“
Estimated Time (pacing): 5 min
STEP 4
Display PowerPoint With Procedures for Paired Discussion
“Under the Evidence section of your QCEE annotate your discussion with your partner whether these are skills that all victims of any natural disaster require.
1.  What characteristics are being compared and contrasted?
2.  What makes them similar/dissimilar?
3.  What are the most important qualities that make them similar/different?
4.  In terms of what’s most important, are they more alike or more different?
Estimated Time (pacing) 10 min
STEP 5
Display PowerPoint With Procedures for Group Discussion
In an open discussion the class compares their lists of items needed via a graffetti board and then addes new information to their own QCEE. In addition, students begin to link the claim and evidence to evaluate their learning.
1.  “Are their other possible solutions for surviving a natural disaster?
2.  How do you connect your experiences to what the lesson is discussing?
3.  Where else might I encounter these principles in action?”
Estimated Time (pacing): 5 min
CLOSURE/WRAP UP
Display PowerPoint With Procedures for Group Discussion about creating a Family Disaster Plan as an assessment.
Students are asked to produce a preparedness plan tailored to the individual needs of their own family and summarize from classroom discussions why having such a plan in place is important
Review of what was learned:
1.  What should you understand about the physical world?
2.  How does the QCEE help you understand what this lesson is about?
3.  What principles do you need to remember for future understanding?
4.  What science vocabulary do you need to be comfortable using?
What comes next: RAFT strategy to analyze important ideas or information that I want students to learn from a recent and local natural disaster story. Students will brainstorm possible roles they could assume in their writing. For example, students could personify the lithosphere of the natural disaster, or assume the role of a charity worker, or a volunteer donating blood and writing in the format of a travel journal, petition, etc.
Reflection/Exit ticket: Students answer the following question: How can we reduce the number of people who die in them? / Student Action [Observable]: What will the student do in response to your directions? How are you differentiating to engage all your students? Should vary throughout. Student actions serve as formative assessment you can use to gauge student understanding.
INTRO/HOOK
·  Reading: Provocative and Hard Images displayed on PowerPoint
·  Writing:
·  Listening: Teacher Instructions/Content Knowledge and Other Student Input
·  Speaking: Student Input
·  Differentiation: Images form an impression of the text before actually reading it. This engagement prompts students to access prior knowledge, and perhaps curiosity is piqued about what the lesson would say about natural disasters.
STEP 1
·  Reading: Card Images and Instructional PowerPoint
·  Writing: QCEE Handout
·  Listening: Teacher Modeling Instructions
·  Speaking:
Differentiation: multiple ways of providing instructions: speaking, modeling, PowerPoint display. QCEE Handout allows students to curate and visually see their thinking as well as provide a scaffold for those that need some guidance. Guided questions scaffold the engagement and prompt students to access prior knowledge.
STEP 2
·  Reading: Card Images and PowerPoint Text
·  Writing: QCEE Handout
·  Listening: Teacher Instructions/Content Knowledge and Other Student Input
·  Speaking: Student Input
Differentiation:
QCEE handout allows students to curate and visually see their thinking as well as provide a scaffold for those that need some guidance. Use of language for social interaction and understanding in written form continues to guide comprehension. Additionally, there are multiple ways of providing instructions: speaking, modeling, and QCEE handout.
STEP 3
·  Reading: Instructional PowerPoint Slide
·  Writing: QCEE and Note-taking
·  Listening: Teacher Instructions/Content Knowledge and Other Student Input
·  Speaking: Active: Student Input
Differentiation: Provide guided questions and further assist students with QCEE to guide comprehension (i.e., point out significant examples and ask them to expand). Collaboration is an especially important scaffold for examining complex ideas that are implicit or not obvious (i.e., talking about fear).
STEP 4
·  Reading: Instructional PowerPoint Slide
·  Writing: QCEE and Note-taking
·  Listening: Teacher Instructions/Content Knowledge and Other Student Input
·  Speaking: Student Input
Differentiation: Use language for social interaction and understanding in written form to continue guiding comprehension
STEP 5
·  Reading: Instructional PowerPoint Slide
·  Writing: QCEE and Note-taking
·  Listening: Teacher Instructions/Content Knowledge and Other Student Input
·  Speaking: Active: Student Input
Differentiation: Use language for social interaction and understanding in written form to continue guiding comprehension
CLOSURE/WRAP UP
·  Reading: Instructional PowerPoint Slide
·  Writing: QCEE and Note-taking
·  Listening: Teacher Instructions and Other Student Input
·  Speaking: Student Input
Differentiation: Created a student-centered and standards-based constructivist lesson and assessment in which students became thoughtful individuals who assumed responsibility for their own learning.
Checklist of Elements Included:
Crosscutting concepts in science Nature of science
Scientific and engineering practices Issues and applications
Teacher discourse Adaptations for ELL and IEP
Science Writing Some direct instruction
Formative assessment embedded throughout Materials and/or activities:
Anticipating Potential Misunderstandings: What might students misunderstand or struggle with in this lesson? With that in mind, build that into your teacher actions and discourse.
·  Natural disasters happen very rarely and these events are just the bad luck of the people that are affected.
·  Hazards are random in both time and place and just bad luck.
·  All natural disasters have only local effects.
·  Disasters always happen to someone else.
·  Disasters cause a great deal of chaos and cannot possibly be managed systematically.
·  Disasters kill people without respect for social class or economic status.
·  Blood supplies and blood products should be sent to foreign disasters.
·  When disasters occur, able-bodied adults should volunteer their services.
Universal Design for Learning: What do you want to focus on? Multiple means of…
Representation Action and Expression Engagement
Perception Language Comprehension
Physical Expression Meta
Interest Persistence Self-reg
Notes:
1) PROVIDE MULTIPLE MEANS OF REPRESENTATION:
promote understanding across languages and provide options for comprehension
2) PROVIDE MULTIPLE MEANS OF ACTION AND EXPRESSION:
variety of options how to express and communicate content and support planning and strategy development
3) PROVIDE MULTIPLE MEANS OF ENGAGEMENT:
vary the demands and resources to optimize challenge and foster collaboration and community
Colorado Teacher Quality Standards: What do you want to focus on? [*1 or 2 practical foci for this lesson]
I. Pedagogical Expertise II. Safe inclusive environment III. Facilitate learning
IV. Reflect on practice V. Demonstrate leadership VI. Student academic growth Notes:
Standard = II
Element = Teachers adapt their teaching for the benefit of all students, including those with special needs, across a range of ability levels.
Instructional Strategies and Evidence of Learning
High-Leverage Instructional Strategies
Explanation/modeling/representations/examples Whole class discussion
Eliciting individual student thinking Content based discourse development
Looking for patterns in student thinking Instructional response to patterns
Scaffold I/we/you Classroom routines/procedures
Intentional small group work Relationship-building conversations with students
Short and long term goal setting Choose and modify materials for student needs
Student inquiry and discovery Frequent checks for student understanding
Use of data from summative assessment Oral and/or written feedback to students
Communication with student’s family
Notes/application