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Project-Based Learning: Natural Disasters
Transcript of Project-Based Learning: Natural Disasters
What combinations of factors cause different kinds natural disasters?
How can natural disasters affect people and communities? Educational Objectives Students will be able to identify natural disasters and their characteristics.
Students will be able to identify where specific natural disasters occur.
Students will be able to effectively communicate strategies to prepare for natural disasters.
Students will produce natural disaster preparation material which is targeted to and accessible by the community potentially affected by the disaster in question. Natural Disasters A Technology-Enhanced Unit Mary Elliott, Jonathan Erickson, Laken Peal, and Danielle Pritchett Incorporating the Standards An Interdisciplinary Unit Geography Physical Systems
Standard 7: The physical processes that shape the patterns of Earth's surface.
Environment and Society
Standard 14: How human actions modify the physical environment.
Standard 15: How physical systems affect human systems.National Council for Geographic Education Standards Science Students will explore real-life implications of current findings in Earth/space research and communicate findings in an authentic form, exemplifying the traits of curiosity, honesty, openness and skepticism (The Earth and the Universe)
Kentucky Core Academic Standards: Science (under review) English/Language Arts Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (W.9-10.6)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (SL.9-10.1)
Common Core Standards for English/Language Arts Introducing Natural Disasters Inquiry Day One Students will each be assigned one of these four natural disasters: Tsunami, Hurricane, Flood, Earthquake
Using this site, http://www.brainpop.com/science/earthsystem/naturaldisasters/, students will use the animations and games available to learn about natural disasters in general, as well as their specific disasters, at their own discretion and pace while in the computer lab (40 minutes) Students are encouraged to take the quiz before the lab time is up in order to personalize their learning, “which calls for a data-driven framework to set goals, assess progress, and ensure students receive the academic and developmental supports they need”
(NxGL principle) After a 10 minute transition from the computer lab, students will then form groups based on their assigned natural disaster
They will use the information they found during the website exploration, as well as what they already know to put together a short “lesson” with their group members. They are encouraged to use their own creativity with technology to do so (40 minutes)
Rubric will be given for the project/presentation.
Giving the students the chance to come together and create their own version of how to present the natural disaster, allows them to use their authentic student voice, “which is the deep engagement of students in directing and owning their individual learning and shaping the nature of the education experience among their peers.”
(NxGL principle) Rubric for Students' Mini-Lessons Day Two The following class block, students will participate in a jigsaw learning activity (45 minutes).
Each student will then be reassigned to a group with members of one of each of the natural disasters.
Each student will be responsible for teaching the other students in his or her group about his or her natural disaster.
The students will be able to use the animations and games in order to portray what they have learned in a more effective manner.
These projects will focus on the basics of natural disasters such as: characteristics and where they occur, so students will create a solid foundation on which they can build the rest of their knowledge. This collaborative learning enables the comprehensive systems of learning supports, “which address social, emotional, physical, and cognitive development along a continuum of services to ensure the success of all students”(NxGL principle) In the final inquiry stages, students will then join their initial groups in delivering their lesson to the entire class(45 minutes– 10 minutes each with time for transitions).
This is when the students will deliver their formal presentations as well as assure that all students are given the same information on each natural disaster (in case of problems with the jigsaw technique)
Students are encouraged to use their own creativity with technology for their presentations. This completes the inquiry project with performance-based learning, “which puts students at the center of the learning process by enabling the demonstration of mastery based on high, clear, and commonly-shared expectations”
(NxGL principle) Diving into Natural Disasters Communication Day Three Students will break into small groups and visit different stations around the room. Each station will feature a different natural disaster: floods, hurricanes, tornadoes, earthquakes, tsunami, wildfires, and volcanoes.
Podcasts will describe the causes of the disaster, while videos will show actual coverage of that disaster occurring. Groups will stay at each station for approximately 8-10 minutes, using graphic organizers to keep track of new knowledge or thoughts.
Example Wildfire Video: http://www.huffingtonpost.com/2012/08/14/western-wildfires-washington_n_1777618.html Graphic Organizer This organizer asks students to connect the effects of physical systems on human actions, as described by Geography Standard 15.
The activity also requires students to think about the implications of Earth processes, a skill described in the KCAS Science Standards. Homework: Students will respond to the videos and podcasts in one of two ways:
They can create their own podcast.
Using the podcast creation software Audacity.
They can contribute to the classroom blog.
*They must respond to the questions:
Choose one of the five natural disasters you learned about today. How do you think that disaster affected the communities they struck?
What were the short-term effects?
Predict the long-term effects.
What would change if those people had enough warning of the disaster? Extension Activity Day Four The podcasts and videos will be available on the classroom homepage. The availability of information emphasizes anytime, anywhere learning by "providing constructive learning experiences...through the Internet-connected community” (Council of Chief State School Officers). Students will be divided into groups based on the natural disaster they choose the day before. (At the end of the previous class period, the teacher will ensure that near-equal numbers of students choose each disaster.)
Groups will discuss their responses to the disaster, focusing on how they would encourage citizens to be prepared.
Each group will prepare a preliminary report on preparation for their disaster.
After each group reports out to the classroom, one group member will post the group’s preparedness plan to the classroom blog.
Each group will be responsible for at least one constructive comment on each plan.
This activity corresponds to the ELA standard SL.9-10.1, which aims to equip students with the ability to collaborate in a range of discussions with their peers. Student Agency Because students will have access to their peers’ reflections and preparedness plans, as well as the opportunity to contribute to those plans, students will have the opportunity to "shape the nature of the education experience among their peers,” as advocated by the Next Generation Learning attribute of authentic student voice (Council of Chief State School Officers).
Requiring students to use technology in order to share their work also corresponds to the ELA standard W.9-10.6, which focuses on the skill of using technology to effectively share information. Constructing Natural Disasters Construction Day Five: Blender 3D 3-dimensional content creator
Individually, students will use this program to model and animate the natural disaster they have been studying.
Students will understand the key components of different natural disasters.
Students will be able to explain the causes and effects of natural disasters. This activity will serve as formative assessment in which students will demonstrate their knowledge of "the physical processes that shape the patterns of Earth's surface" (National Council for Geographic Education Standards).
Students will build on previous knowledge.
The teacher may have to use oral assessment, as well, since the construction program is complex.
Guided walkthrough of instructional technology. The rigor of this project, building on the previous work, supports performance-based learning by "enabling the demonstration of mastery based on high, clear, and commonly-shared expectations" (Council of Chief State School Officers). Summative Assessment Expression Students will be divided into groups and assigned a natural disaster: hurricanes, tornadoes, earthquakes, volcanoes, tsunamis, floods, wildfires.
Students will watch a YouTube tutorial video about the Moviemaker program (this will be the program students will use to make their natural disaster movie.)
Each group will investigate and make a movie about its assigned natural disaster. There will be a set of guidelines that students will have to include, but they are free to include any materials they want. They are encourage to be creative and give their own opinion(s) of this natural disaster. Students will present their movie over their natural disaster to the class, while the class takes notes and think of questions throughout the video. Students will make an account on http://vimeo.com/ and upload their video for the class to go back and review. Guidelines Each group is to explain their assigned natural disasters’ safety procedures/precautions.
Safety Tips and/or Procedures one should take before and after a Natural Disaster.
The video should include materials from previous lessons explaining: where these natural disaster can occur, and how to prepare before, during, and after this natural disaster.
Video Example: https://vimeo.com/53476611 Safety Procedures This is one website that explains safety tips and procedures one should take before, during, and after a Hurricane.
http://www.whitehouse.gov/blog/2012/08/28/hurricane-safety-tips Connecting to the Community After review by their teachers and peers, students will present their videos to the appropriate parties of their community (i.e. Emergency Management teams).
With appropriate planning, the teacher would have contacted these teams at the beginning of the school year to assess what those teams would require in a video accessible by the entire community. These requirements would be taken into consideration in the rubric.
Students should also contact these teams at the beginning of the project to increase understanding of the videos’ potential effects on the community, as well as student ownership of the project.
This project will encourage student agency as students make “communication efforts to build connections to the broader community” by producing videos with a tangible effect for the community (Mazur). This project will connect students with their community at large, as well as specific individuals within the community. This secondary benefit to the project contributes to students’ comprehensive systems of support by “establish[ing] new relationships with postsecondary education and workplace to support students through important transitions” (Mazur). Students will connect in a unique way with a prominent workplace within the community: emergency management. References Council of Chief State Officers (2010, August.) Partner for next generation learning. Retrieved from http://www.ccsso.org/Documents/2010/PNxG_Innovation_Lab_Net_Overview-Aug%2010_2010.pdf
Council of Chief State Officers and National Governors Association (2010). Common core state standards for English language arts. Common Core State Standards Initiative. Electronic.
Mazur, Joan. The critical attributes of next generation learning [PowerPoint slides]. Retrieved from https://elearning.uky.edu/webapps/blackboard/execute/displayLearningUnit?course_id=_59903_1&content_id=_2069965_1&target=blank