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PROJECT OVERVIEW PART 1: DEFINE Name of Project: Masters of Disasters Duration: 6 weeks (1 contact hour per week) Subject/Course: Social Studies Grade Level: 6th Other subject areas to be included, if any: Reading, Writing Project Idea Students will investigate the significance of natural disasters on the effect on physical environment and human activities and develop a plan of action for preparedness as well as selecting a “cause” (a community recently suffering from that disaster type who has needs that can be addressed by students). Summary of the issue, challenge, investigation, scenario, or problem: Driving Question How can we protect ourselves and others from natural disasters? Content and Skills Standards to be addressed: Social Studies 6 – G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)Natural Disasters – Investigate the significance of natural disasters and describe the effects on human and physical systems, and the economy, and the responsibilities of government. 6– G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia). ELA S.DS.06.04 plan a focused and coherent informational presentation using an informational organizational pattern (e.g., problem/solution, sequence); select a focus question to address and organize the message to ensure that it matches the intent and the audience to which it will be delivered. T+A 21st Century Skills Collaboration T+A E T+A E Other: © 2008 Buck Institute for Education 1 to be explicitly taught and assessed (T+A) or that will be encouraged (E) by project work, but not taught or assessed: Presentation T+A Critical Thinking: T+A Presentation Audience: Presentation (choice of tools – movie, podcast, brochure, drama, etc.) that teaches others about the natural disaster, the effects on human and environment, emergency preparedness, and awareness of disaster victims/communities. The group shares their “cause” (current victims) with the class. And the group creates a Survival Guide based on their research. Group: Culminating Products and Performances Individual: Each group member has jobs delineated for research component: historian (past disasters), reporter (current victims), meterologist (anatomy of that disaster), geographer (effects on the earth/environment), sociologist (effects on people). Each member presents their findings to their group and helps to put together the presentation. Class: X School: X Community: X Experts: Web: X Other: iTunes Music Store – Podcast Channel PROJECT OVERVIEW PART 2: DESIGN “Grabber” to launch inquiry & generate interest: Show movie vignette of natural disasters…discuss what they have experienced or know about from the news. Then give them the "memo from FEMA" requesting their assistance in Mission Masters of Disasters. Assessments Practice Presentations X X Notes X X Checklists X Rough Drafts Concept Maps X Online Tests/Exams Other: Quizzes/Tests Formative Assessments Journal/Learning Log (Checkpoints During Project) Preliminary Plans/Outlines/Prototypes Written Product(s), with rubric: X Other Product(s) or Performance(s), with rubric: Summative Assessments ___________Survival Guide__________________________ _______Multimedia Presentation_____________________ (End of Project) Oral Presentation, with rubric Peer Evaluation Multiple Choice/Short Answer Test Self-Evaluation X X © 2008 Buck Institute for Education 2 Essay Test Other: . Debriefing Methods Journal/Learning Log (Individual, Group, and/or Whole Class) Whole-Class Discussion Survey Resources Needed X X Focus Group Fishbowl Discussion X Other: Reflective Checklists On-site people, facilities: 6th Grade classroom teacher, computer creation lab, Equipment: Computer lab, digital cameras, video cameras, projectors Materials: Websites (hotlist), graphic organizers for information, rubrics, books Community resources: Find regional experts to communicate w/ via email, skype, video conference (maybe FEMA) © 2008 Buck Institute for Education X 3 PROJECT TEACHING AND LEARNING GUIDE Project: Masters of Disasters Course/Semester: Social Studies – 6th Grade Knowledge and Skills Needed by Students to successfully complete culminating products and performances, and do well on summative assessments Information on disasters: description, effects, history of, etc. Scaffolding / Materials / Lessons to be Provided by the project teacher, other teachers, experts, mentors, community members Graphic Organizers, web resources, United Streaming, experts Collaboration and Teamwork Presentation Skills Graphic organizers, rubric expectations, checklists, teacher interviews Checklists, mini-lessons by project teacher, modeling Connection of disaster to personal background knowledge Reflection journaling, discussions Persuasive writing/communication Mini lessons, modeling © 2008 Buck Institute for Education 4 P R O J E C T Project: Masters of Disasters M O N D A Y C A L E N D A R Start Date: September 2009 T U E S D A Y W E D N E S D A Y T H U R S D A Y PROJECT WEEK ONE GRABBER video of natural disasters - YouTube Natural Disasters and Human Dignity PRIOR KNOWLEDGE Discuss natural disasters and their first hand experience or things they have heard PLANNING Develop questions we might ask someone who was a victim about a natural disaster PERSONAL LINK H.W. interview a friend, relative or email from my expert list to ask someone about a personal experience with a disaster PROJECT WEEK TWO RE-ENERGIZE Discuss student interviews, show another disaster movie Disaster Overview PREPARATION Break into teams by doing the Post-It grouping - each person wear a Post-It with a disaster that really interests them and then find 4 others with the same choice or interest TEAMWORK Do teamwork mini lesson, then each group do a group discussion and proposal for their team's plan, determine individual jobs: historian, reporter, meteorologist, geographer, sociologist NOTE: 1st 3 jobs work on oral preso....last 2 jobs work on survival guide PROJECT WEEK THREE RE-ENERGIZE Read a news article or show a news video clip of a recent disaster. FORMATIVE Whole class leader report - give oral synopsis of progress to class and questions or concerns about their work RESEARCH: Mini lesson on searching the web and validity of web material. Alan November's site www.bie.org WORK TIME Teams continue work on project with teacher doing group spot checks and support F R I D A Y www.bie.org WEEK FOUR RE-ENERGIZE Show a clip from an organization that was created to help a specific disaster (like Katrina) and discuss the "cause" portion of the project. FORMATIVE Group verbally reports on what victims they are thinking of using for their cause GROUP WORKTIME Finish date for research. Begin preparing survivial guide and presentation. WEEK FIVE RE-ENERGIZE & FORMATIVE Go over rubrics for presentation and survival guide. Each group reflect on status. WORKTIME Groups will work to complete survival guide and presentation. WEEK SIX SAME AS WEEK 5 WEEK SEVEN PRESENT and DISPLAY Groups will present their information, their cause and show their survival guide DEBRIEF Whole class will discuss the successes and will choose a cause through a vote. DEBRIEF Individuals will do a group survey to evaluate their own as well as their group's success. www.bie.org www.bie.org