Title: Referencing Natural Disasters Subject: Science Grade: 5th Grade

Topic: Natural Disasters unit combining extensive use of reference skills

Time: 9 - 10 sessions/ Two school weeks (50 minutes each) Stage 1 - Desired Results

Learner Analysis: The students are a 5th grade class comprised of 30 students; 21 boys and 9 girls. The majority of these students come from middle to upper middle class families and varying cultural backgrounds including Caucasian, Hispanic, Asia, African - American, and Middle Eastern. All of these students are high achievers academically and do well working in pairs or teams.

Georgia Performance StandardsS5E1: Students will identify surface features of the Earth caused by constructive and destructive processes.a. Identify surface features caused by constructive processes.

Deposition (deltas, sand dunes, etc.) Earthquakes Volcanoes Faults

b.   Identify and find examples of surface features caused by destructive processes.

Erosion (water – rivers and oceans, wind) Weathering

Impact of organisms

Earthquake

Volcano

c. Relate the role of technology and human intervention in the control of constructive and destructive processes.

Seismological studies Flood control (dams, levees, storm drain management, etc.)

Beach reclamation (Georgia coastal islands) 

AASL Information Literacy Standards for the 21st Century Learner

1. Inquire, think critically, and gain knowledge.

1.1 Skills

1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life.

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.9 Collaborate with others to broaden and deepen understanding.

1.2 Dispositions in action

1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.

1.3 Responsibilities

1.3.1 Respect copyright/intellectual property rights of creators and producers.

1.3.2 Seek divergent perspectives during information gathering and assessment.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

1.3.4 Contribute to the exchange of ideas within the learning community.

1.4 Self-assessment Strategies

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

1.4.3 Monitor gathered information, and assess for gaps or weaknesses.

1.4.4 Seek appropriate help when it is needed.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.1 Skills

2.1.1 Continue an inquiry based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

2.1.4 Use technology and other information tools to analyze and organize information.

2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

2.2 Dispositions in action

2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.

2.3 Responsibilities

2.3.1 Connect understanding to the real world.

2.3.2 Consider diverse and global perspectives in drawing conclusions.

2.4 Self-assessment Strategies

2.4.1 Determine how to act on information (accept, reject, modify).

2.4.2 Reflect on systematic process, and assess for completeness of investigation.

2.4.3 Recognize new knowledge and understanding.

3. Share knowledge and participate ethically and productively as members of our democratic society.

3.1 Skills

3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

3.2 Dispositions in action

3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.

3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

3.2.3 Demonstrate teamwork by working productively with others.

3.3 Responsibilities

3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.

3.3.4 Create products that apply to authentic, real-world contexts.

3.4 Self-assessment Strategies

3.4.2 Assess the quality and effectiveness of the learning product.

3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.

Enduring Understandings Essential Questions

What are natural disasters?

How do natural disasters happen?

Where do natural disasters happen around the world?

What are the effects of natural disasters on people and property?

What are the emergency procedures needed before, during, and after a specific natural disaster?

Common Misconceptions:

Natural disasters can't happen where I live.

You can't prepare for a natural disaster.

How have natural disasters affected people, animals and land?

How have people tried to lessen the effects of natural disaster hazards?

Knowledge Skills

Students will know...

the definitions of natural disasters and terms that are associated with them.

How and where natural disasters occur.

how natural disasters can be detected by early warning and measuring systems.

The scope of destruction of natural disasters.

How to gather information to create an emergency procedure flyer.

Students will be able to...

Use the following information literacy tools to gather information on natural disasters:

Dictionary

Encyclopedia

Internet

Media Center Catalog

Non-fiction books

Atlas

Almanac

Stage 2 - Assessment Evidence

Performance Task

Students will work in groups to create a one-page emergency procedure flyer for the community about a potential natural disaster hazard including what to do before, during and after it occurs. This flyer will be created using information from multiple informational resources.

Other Evidence

Rubric for Emergency Procedure Flyer

Group Folder that contains the following:

Natural Disaster Dictionary Worksheet

Natural Disaster Encyclopedia Worksheet

Natural Disaster Media Center Catalog Worksheets

Natural Disaster Almanac Worksheet

Natural Disaster Internet Worksheet

Assignment Task Outline Sheet

Stage 3 - Learning Plan

Day 1

Lesson 1

Objectives:

Students will understand that there are many types of natural disasters.

Students will understand that natural disasters have an effect on people and property.

Students will understand the performance task and rubric required for the unit.

Materials:

o Whiteboard

o Internet access

o Natural Disaster video

o Copy of Natural Disaster Flyer Rubric

Timing: 50 minutes

Procedure:

1. The instructor will introduce the unit on natural disasters by showing a short video about natural disasters. http://www.liveleak.com/view?i=916_1194799078 (H)

2. The instructor will lead a discussion about natural disasters: hurricanes, tornadoes, blizzards, floods, earthquakes, volcanic eruptions, tsunamis and wildfires to get an overall sense of what the students know about natural disasters and where they occur. (W,H, R)

3. The instructor will then introduce the performance task and rubric for the unit and give the students an oral outline of they will be doing throughout this unit in the classroom and media center The instructor will briefly touch on the different reference exercises they will complete to be able to gather the information necessary to create their group emergency procedure flyer. (W, E2, O)

The instructor will then let the students know which natural disaster they will be researching for their flyer and which group (2 groups of five and 5 groups of four) they will be working with. Students will also be given individual numbers that will be utilized for different activities throughout the unit. Each group will also be given a group folder they will use for the duration of the unit. They will use this time to label their folder with the name of their natural disaster and each person's name. (W, T, O)

Assessment:

Informally observe whether the students are able to understand the concept of natural disasters.

Day 2

Lesson 2 - Media Center

Objectives:

o Using the dictionary, students will paraphrase the definitions of key vocabulary words associated with natural disasters.

o Students will teach each other about the words they have researched.

Materials:

o Whiteboard

o Typhoon video http://www.youtube.com/watch?v=l9vDSWugz08

o 30 copies of the dictionary worksheet

o Copies of the word strips with vocabulary relating to natural disasters.

o 30 dictionaries

o Seven group folders, each with a copy of the Natural Disaster Flyer Rubric.

Timing: 50 minutes

Procedure:

1. Have them get into their groups and at each table have the appropriate number of dictionaries and worksheets. (W, O)

2. Before letting the students start the dictionary exercise, show them a brief video of a typhoon. (H)

3. After the video ends remind them how to use a dictionary when trying to find a word. (R)

4. Walk them through looking up the word TYPHOON. Model, thinking aloud, how to look up a word in the dictionary starting with the first letter of the word, the next letter, and using the guide words in their search. Locate the word and read the definition aloud. Then paraphrase the definition you just read to them aloud. Explain that they will be looking up the words provided for them and paraphrasing the definition that they find. (W, E, E2)

5. The purpose of this exercise is to show them how to begin a research project. The dictionary is a great place to start when starting out a research project. Knowing key words will lead you to the next level of information. (W, E, T)

6. Students will then begin working in their groups to find the definitions of four or five words (depending on the number of people in their group). They will work together to locate and paraphrase their words and record their answers on the worksheets. (E, R, O)

7. After the students have looked up and paraphrased their words, all the 1s, 2s, 3s, 4s, and 5s from each group will get together, and the students will share their group's words and meanings with the members of the other groups. (R, E2, E, O)

8. Once they have finished, they will then places all their completed worksheets into their group folder to revisit later. (O)

Assessment:

Walk around the room as the students are looking up their words to determine whether or not they are finding their words and successfully paraphrasing the definitions. Assist

students when needed. (T)

Day 3

Lesson 3 - Media Center

Objective:

o Using an encyclopedia, students will record the characteristics, locations, formation, and effects of natural disasters.

Materials:

o Sets of the World Book Encyclopedia (located in the media center)

o 30 copies of the Encyclopedia worksheets.

o 30 copies of world map from www.infoplease.com/statemaps.html (under continents)

o http://www.infoplease.com/tv/printables/kt_maps/kt_map_world.pdf

o Whiteboard

o Typhoon visual http://www.infobarrel.com/Media/Typhoon

o Seven Group folders

o 30 Assignment task outlines

Timing: 50 minutes

Procedure:

This class time must take place in the media center to have access to the encyclopedias.

1. Once inside the media center, students will get into their groups. Introduce the Assignment Task Outline and provide each student with a copy to put their name on. All students must keep track of all the tasks done throughout the rest of the unit using the Assignment Task Outline. The outlines must be turned in at the end of the unit with the group folder. Using the whiteboard, show them the visual of the Typhoon and ask them, "Where is the world does a typhoon occur and where could you most likely find this information?" (H)

2. Briefly review how encyclopedias are organized, and how you look for information using guide words, just like they did in the dictionary exercise they did the day before. Remind

them to look at all the pictures, captions, charts, and graphs that might be included in their encyclopedia articles before reading the information. (E, R)

3. Using the typhoon example again, walk them through looking it up in an encyclopedia. First you find the" T" volume. Then look at the second letter in Typhoon to guide them where to look in the volume. The Y in Typhoon informs them that information about typhoons will be found close to the back of the "T" volume. Using a copy of their worksheet, show them how to find the information that the worksheet is asking for. (W, E, E2, T, O)

4. Tell them to make sure they paraphrase the information just like they did with the dictionary definitions in the previous lesson. (W, E, R)

5. Tell them that they may not be able to fill in all the information on the worksheet depending on what they find in their articles. (E, T, O)

6. Using the whiteboard bring up the image of the world map and using the information about typhoons, show them how they can locate the areas of the world where typhoons occur. Also show them how to write a bibliographic entry for their article using the typhoon information. (E2, O)

7. Students will get into their assigned groups and briefly review the assignment task outline to find out what their job is for this part of the assignment. Student 1 will gather all the materials together (folders, worksheets, map, and correct encyclopedia volume. Student 2, using guide words, will find the necessary article, pictures, and charts and read all the heading and subheading to the group. Student 3 will read aloud to the group the information they think is necessary to answer the worksheet questions. Student 4 (and 5) will paraphrase the information that has been gathered and indicate the location of their natural disasters on the world map. Student 1 is also in charge of writing the bibliographic information correctly. Once all the information is gathered place all the information inside the group folders and collect them. (W, E, R, E2, T, O)

Assessment:

Observe the groups to determine if they are able to find the correct information and paraphrase it in their own words. Assist groups and individual students when needed. ( T)

Day 4

Lesson 4 - Media Center

Objective:

o Students will use non-fiction books to find information on their assigned natural

disaster.

Materials:

o Whiteboard

o Projection of Worksheet

o Online Media Center Catalog

o Non-fiction books about natural disasters

o "Look for Book" Worksheet

o Seven Group folders

o 30 copies of Non-fiction book worksheet.

o Assignment Task Outline

Timing: 50 minutes ( this lesson may need additional time)

Procedure:

1. "Earlier you used the encyclopedia to look up information about your topics. You probably didn't find all the information you need to make the most informative flyer for your project. Today we're going to continue our search using the non-fiction section of the media center." (H)

2. Review how to look up finding books by subject using the online catalog. The students should be very familiar with this procedure. (E, R)

3. Demonstrate what they should do using the Typhoon as the subject. Use the "Look for a Book" sheet to write down the call number and title of the book. Then find the book on the shelf. (W,E, E2, O)

4. Using the table of contents and the index to find page numbers that may contain other information needed create your flyer. Paraphrase any useful information and write it on the worksheet. Then model how to write a bibliographic entry for the book that was just used. (W, E, E2, T, O)

5. Students will then get into their assigned groups from the previous lesson, and refer to the Assignment Task Outline. Student 2 will be in charge of all the materials (folder and handouts). Student 3 will lead the search online and fill out the "Look for a Book" form. Student 1 will locate the books on the shelves using the filled out "Look for a Book" form. Students will divide up in pairs (or threes depending on the group number) to scan the books for relevant information. All students will write the bibliographic information for the

books they used. Student four (and five) will gather all the books and using the call numbers and titles will return them to their proper places on the shelves. Student 2 will gather all the information from the activity and return it to the project folder. (W, E, R, E2, T, O)

Assessment:

Observe whether students are able to locate the information and paraphrase the information in their own words. Assist when needed. (T)

Day 5

Lesson 5

Objectives:

o Students will use almanacs to find information about when and where specific natural disasters have occurred.

o Students record the information, including loss of life, on their worksheet.

o Assignment Task Outline

Materials:

o 15 copies of almanacs from the media center

o 30 copies of the almanac worksheets (1 projectable version)

o whiteboard

o Seven group folders

o Assignment Task Outline

Timing: 50 minutes

Procedure:

1. "So far, we've looked for information for our projects in the dictionary, encyclopedias, and non-fiction books. Where can we find information about recent and historical occurrences of natural disasters and the statistics on the loss of human life?" (H)

2. Briefly review almanacs and how they should use the index of the almanac, which is in alphabetical order, to find the specific information they are looking for. (W, R)

3. Give out the almanacs (two per group), worksheets, and folders to the individual groups.

Go over the worksheet to make sure everyone understands what information is needed to complete the sheet. Model what they need to do using another typhoon example. Have everyone look through the index for typhoon. Show them how to transfer the required information for the assignment for the earliest, most recent, and most deadly occurrence of their natural disaster. Model how to write the bibliographic information for the almanac. (W, E, E2, T, O)

Before they begin, students should refer to the Assignment Task Outline. Student 3 will be responsible for keeping track of all the materials this time. Students will work in pairs (or threes depending on the group). At the end of the lesson, have Student 4 from each group report to the class the information their group found about the deadliest information for their disaster. (W, E, E2, T, O)

Assessment:

Informally assess whether students correctly used the index of the almanac, found the correct information, recorded it, and wrote the correct bibliographic information. Assist students when needed. (T)

Day 6

Lesson 6 - Media Center

Objectives:

o Students use Websites located in a pathfinder to find information about emergency safety procedures before, during, and after an occurrence of their assigned natural weather hazard.

o Students understand that the Internet provides information and images on many topics.

o Students understand that Websites need to be evaluated for their reliability.

Materials:

o Projection of Internet computer screen

o Whiteboard

o Natural Disaster Pathfinder

o Seven group folders

o 30 copies of Internet worksheet (another copy to view via whiteboard)

o Internet access

o 30 computers (24 desk tops and 6 laptops from a computer cart)

o Typhoon websites: http://news.bbc.co.uk/2/hi/science/nature/4183344.stm and http://www.ready.gov/kids/home.html

Timing: 50 minutes (may require more time to complete)

Procedure:

1. "So far we've looked for information in dictionaries, encyclopedias, nonfiction books, and almanacs. Where else could we find current information about emergency procedures before, during, and after an occurrence of a natural disaster?" (H)

2. Review what the Internet is and how to access it on the school computers. Review the rules of using the Internet at school. Students should be very familiar with these rules and how to get on the Internet. (E, R)

3. Show students the URL (http://naturaldisaterspathfinder.pbworks.com/w/page/47501266/FrontPage )for the pathfinder they will be using to find more information about their disaster. Model how to use the pathfinder using Typhoon as an example again. Model searching the typhoon websites to find information about emergency procedures before, during, and after a typhoon. Read the information and paraphrase it. Fill in the information for one of the procedures on a projected copy of the worksheet. (W, E, R, E2, O)

4. Briefly review why the websites used are considered reliable (Government site and the BBC). (R)

5. Students will each have their own computer for this task, but will be seated near the people in their groups so they can discuss what they are finding as they look through the websites on the pathfinder. They must continue to paraphrase the information that they find. They must also write down the name of the website and the URL on their work sheet. If there is time, the students can meet in their groups away from the computers to discuss the information they found. Once they are finished they will place their completed sheets in their folder to be collected by the instructor. (W, E, R, E2, O)

Assessment:

Informally assess whether students can paraphrase the information presented on the websites, and that they have written down the title and URL for each Website they used. Assist students when needed. (T)

Day 7

Lesson 7

Objectives:

o Students use a template to write a rough draft of the emergency procedures flyer for their assigned natural disaster.

o Students use their research worksheets and bibliographic entries as the information for the emergency procedure flyer.

Materials:

o Seven Group Folders

o 30 copies of flyer template (copy to project on whiteboard)

o Whiteboard

o Assignment Task Outline

Timing: 50 minutes

Procedure:

1. "Today we're going to write an emergency procedure flyer for the natural disasters we have been researching. Why would this flyer be useful for the school or community?" (H)

2. Review the purpose of writing a rough draft, to put together all the required information and arrange in a way that makes it most effective. (R)

3. Model laying out the worksheets for the typhoon example. Look at the template to see which information is needed. Create a title that will create interest for readers. For example: "Terrible Typhoons: Emergency Procedures." Model where to find the information for each section of the template, and provide examples for one or two of the template sections. (W, E, R, E2, O)

4. Students will then get into their groups. Student 4 will be responsible for keeping track of all the materials for this session (folder, worksheets, and flyer template). The group will decide on an interesting title. Student 1 will assign each group member a section of the template to work on using the information they have collected. (E, R, T, O)

5. Near the end of class have students read their section of the template to their other

group members. Collect the group folders. (E2)

Assessment:

Informally assess whether the students can use the information they have collected to write their section of the flyer. Assist when needed. (T)

Day 8

Lesson 8 - Media Center

Objectives:

o Students read the draft of their emergency procedure flyer.

o Students rate their emergency procedure flyer based on the rubric in their group folder.

o Students make revisions based on their assessment and create a final copy of their emergency procedure flyer.

o computers

Materials:

o Seven group folders

o Emergency Procedure Flyer Rubric

o 30 copies of flyer template already in the group flyers

o Instructor's example typhoon template

o Assignment Task Outline

Timing: 50 minutes (may take more time)

Procedure:

1. "How can we tell what kind of job we have done so far in making our emergency procedure flyer?" (H)

2. Review what a rubric is as a tool to assess our work. (R)

3. Read one section of the Typhoon flyer projected on the whiteboard. Using their rubrics,

have the students evaluate the section of the typhoon flyer. (W, E, R, E2)

4. Distribute the group folders. Have student 5 (or 2 depending on group) be the leader of the group discussion about the flyer. They should make sure that all the group members are able to voice their rating for each section and reason for rating it the way they did. Student 1 reads a section of the flyer and the group rates it. Student 2 (or 5) circles the rating and takes suggestions for revisions. This process continues until all the sections have been rated and revised. Each member rewrites their original section of the template to include their revisions. The final draft will then be typed into a new copy of the templates in Angel by one of the group members selected by the members of the group. If time permits, students can also incorporate graphics into their group flyer. (optional) ( W, E, R, E2, T, O)

5. Each group needs to make sure they turn in their completed group folder and Assignment Task Outlines. (E2)

Assessment:

Informally observe whether the students are able to use the rubric to rate the product and make revision suggestions. Assist individual students and groups when needed. (T)

Day 9-10

Lesson 9

Objective:

Students will present their flyers to the class and teach others about their assigned natural disaster.

Materials:

Copies of the emergency procedure flyers (30 per disaster)

Each group's final flyer uploaded to the whiteboard's computer for the entire class to see.

Whiteboard

Bell or timer

Timing: 50 minutes

Procedure:

1. "It's time to share our performance task and what we've learned so everybody in the class

will know about all the natural disasters we've researched." (H)

2. Review the procedure for presenting materials to the class. They must speak clearly and loudly and those not speaking should be quiet and listen. (R)

3. Each group can determine who will present the group's flyer to the class. Each presenter will have five minutes to present their group's information to the class. The presenter should cover each element of the flyer template in their presentation. Each presentation can be no longer than 5 minutes. (W, E, R, E2, O)

Once the presentations are completed, ask the class key questions before finalizing the unit:

o Which one of the disasters is the most deadly?

o In what order would you rank the destructiveness of the natural disasters and why?

o Which natural disaster do we experience the most where we live?

o How are our local and state governments prepared to deal with a natural disaster? (R, E2, O)

Concluding Questions:

o How have natural disasters affected people, animals, and land?

o Have people tried to lessen the effects of natural disasters?

o What was their favorite part of the unit? (W, R, E2)

Assessment:

Use the rubric to assign a grade to each group's Emergency Procedure Flyer.

(W )- Where

(H) - Hook

(E )- Experience and Explore

(R) - Reflect and Rethink

(E)- Exhibit & self- Evaluate

(T )- Tailor

(O) - Organize

Resources:

Lesson 1 - Natural Disaster Video

http://www.liveleak.com/view?i=916_1194799078

Lesson 2 - Typhoon video

http://www.youtube.com/watch?v=l9vDSWugz08

Lesson 3 - Infoplease.com World Map

http://www.infoplease.com/tv/printables/kt_maps/kt_map_world.pdf

Lesson 3 -Typhoon Image

http://www.infobarrel.com/Media/Typhoon

Lesson 6 - Referencing Natural Disasters Pathfinder

http://naturaldisaterspathfinder.pbworks.com/w/page/47501266/FrontPage

Bibliography

G a r v i n , S . L . , & W e i s s m a n , A . ( 2 0 0 8 ) . A i s f o r a l m a n a c : C o m p l e t e l e s s o n s t o t e a c h t h e u s e o f r e f e r e n c e s o u r c e s f o r g r a d e s k - 6 . N e w Y o r k : N e a l - S c h u m a n P u b l i s h e r s , I n c .

Referencing Natural Disasters Unit Lesson 5.2 Vocabulary/Dictionary Activity

anemometer atmosphere

barometer blizzard cumulus cyclone fog dew downburst drizzle

drought evaporation flood freeze front frost humidity hurricane inversion isobar

lightning meteorology

mist monsoon

Sleet thunderstorm

Aftershocks crust

Epicenter seismometer

Caldera Eruption

Lava Volcanologist

Fire line Helitack

Smokejumper Ventilation

Referencing Natural Disasters Unit Work Sheet 5.2 Definition Paraphrasing Activity

Name ________________________________________________________________

Word #1 ________________

Definition (in own words) _________________________________________________ ______________________________________________________________________

Word #2 _______________

Definition (in own words) _________________________________________________ ______________________________________________________________________

Word #3 _______________

Definition (in own words) _________________________________________________ _____________________________________________________________________

Word #4 _______________

Definition (in own words) _________________________________________________

Referencing Natural Disasters Unit Work Sheet 5.3 Encyclopedia Activity

Names _______________________________________________________________ Natural Weather Hazard _______________________

Location: ______________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Description: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Effects: ____________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________

Early warning system, if any: ____________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________

Emergency procedures before:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Emergency procedures during:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Emergency procedure after: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Example of bibliographic entry:

Barnes, Gary. “Typhoon.” World Book Encyclopedia, 2007, vol. 19, p. 540.

Bibliographic entry: ______________________________________________________________________ ______________________________________________________________________

Referencing Natural Disasters Unit Lesson 5.4 Library Catalog Activity

Look for a Book Form

Call Number ________ ________

Title __________________________________________________________________

Call Number _______

_______

Title___________________________________________________________________

Call Number _______

_______

Title___________________________________________________________________

Call Number _______

_______

Title ___________________________________________________________________

Referencing Natural Disasters Unit Work Sheet 5.4 Non- Fiction ActivityName ________________________________________

Natural weather hazard ___________________________

Title__________________________________________________________________________ Pages ________________________________________________________________________ Location: ______________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Description:__________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________ Effects: ____________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________ Early warning system, if any: ____________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________

Emergency procedures before: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Emergency procedures during: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Emergency procedures after:

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Example of bibliographic entry: Challen, Paul. Hurricane and Typhoon Alert! New York: Crabtree Publishing Company, 2004.

Bibliographic entries for books used: ______________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Referencing Natural Disasters Unit Work Sheet 5.5: Natural Disaster Hazards Almanac Activity

Name____________________________

Natural Disaster ____________________

Earliest Incident Date Location Deaths

Most Recent Date Location Deaths

Deadliest Incident Date Location Deaths

Example of bibliographic entry: “Some Notable Hurricanes, Typhoons, Blizzards, Other Storms.” The World Almanac and Book of Facts 2006. New York: World Almanac Educational Group, Inc, 2006.

Bibliographic entry: ______________________________________________________________________________ ______________________________________________________________________________

Referencing Natural Disasters Unit Work Sheet 5.6 Internet Activity

Name _______________________________________________________________

Natural Disaster _________________________

Referencing Natural Disasters Pathfinder URL http://naturaldisaterspathfinder.pbworks.com/w/page/47501266/FrontPage Location: ______________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Description: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Effects: ____________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________ Early warning system, if any: ____________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________

Emergency procedures before: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Emergency procedures during: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Emergency procedures after: ______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ Titles and URLs for Web sites used: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Referencing Natural Disasters Unit Lesson 5.7 Template of Emergency Procedure Flyer

Title of Flyer

Location, description, and effect of natural weather hazard……………..

Early warning system, if any……………………………….

How to prepare before………………….

What to do during……………………….

What to do after…………………………..

Authors of the flyer…………………………………….

List of resources (encyclopedia articles, nonfiction books, and Internet Web sites in alphabetical order by author’s last name)………………………….

Assignment Task Outline Name_________________

Make sure you check this outline at the beginning of each activity to find out what your specific task is and what tasks the groups should complete as a whole. Check off tasks as they are completed.

Lesson 3 - Encyclopedia Activity

Student 1 is responsible for the materials (folders, worksheets, map, and encyclopedia). Also you will write the bibliographic information correctly and sharing with group members. ___________

Student 2 using guide words, find the necessary article, pictures, and charts for your group topic. Read all the headings and subheading out loud to the group. ____________

Student 3 read aloud to the group the information necessary to answer the worksheet questions. _____

Student 4 (and 5), paraphrase the information that has been gathered and indicate the location of your natural disasters on the world map handout. __________

Lesson 4 - Library Catalog Activity

Student 2 is responsible for all the materials (folder and handouts). ________

Student 3 will lead the online search and fill out the "Look for a Book" form. _________

Student 1 will locate the books on the shelves using the "Look for a Book" form filled out by Student 3. _______

Students will divide up in pairs (or threes depending on the group number) to scan the books for relevant information. ________

All students will write the bibliographic information for the books they used. _______

Student four (and five) will gather all the books and using the call numbers and titles will return them to their proper places on the shelves. _______

Lesson 5 - Almanac Activity

Student 3 will be responsible for keeping track of all the materials this time. _______

Students will work in pairs (or threes depending on the group). ________

Student 4 from each group will report to the class the information their group found about the deadliest information for their disaster. ________

Lesson 6 - Internet Activity

Students will each have their own computer for this task, but will be seated near the people in their groups so they can discuss what they are finding as they look through the websites on the pathfinder. ________

If there is time, the students can meet in their groups away from the computers to discuss the information they found. _________

Once they are finished they will place their completed sheets in their folder to be collected by the instructor. _______

Lesson 7 - Writing the Rough Draft

Student 4 will be responsible for keeping track of all the materials for this session (folder, worksheets, and flyer template). _______

The group will decide on an interesting title. _______

Student 1 will assign each group member a section of the template to work on during class using the information they have collected. _________

Lesson 8 - Editing the Flyer

Student 5 (or 2 depending on group) will be the leader of the group discussion about the flyer. They should make sure that all the group members are able to voice their rating for each section and reason for rating it the way they did. __________

Student 1 reads a section of the flyer and the group rates it. ________

Student 2 (or 5) circles the rating and takes suggestions for revisions. ________

This process continues until all the sections have been rated and revised. ________

Each member rewrites their original section of the template to include their revisions. The final draft will then be typed into a new copy of the template that has been set up in Angel. _______

One student selected by the members of the group will type in all the revised information into the new template. ____________

If time permits, students can also incorporate graphics into their group flyer. (optional) _________

Lesson 9 - Presentation Day

Each group can determine who will present the group's flyer to the class. ________

Each presenter will have five minutes to present their group's information to the class. ________

The presenter should cover each element of the flyer template in their presentation. Each presentation can be no longer than 5 minutes. _________

Referencing Natural Disasters Unit Name __________________

Rubric for Emergency Procedure Flyer

Natural Disaster Group_____________________

Category 4 3 2 1Research/Statistical

DataStudents

include 4 or more high-

quality examples or

pieces of data to support their

project.

Students include at least 3 high-quality examples or

pieces of data to support their

project.

Students include at least 2 high-quality examples or

pieces of data to support their

project.

Students include fewer than 2 high-

quality examples or

pieces of data to support their

project.Product Students create

an original, accurate, and

interesting product that adequately

addresses the issue.

Students create an accurate product that adequately

addresses the issue.

Students create an accurate

product, but it does not

adequately address the

issue.

The product is not accurate.

Sources/Quality Students include 4 or more high-

quality sources.

Students include 2–3 high-quality

sources.

Students include 2–3 sources, but some are of questionable

quality.

Students include fewer

than 2 sources.

Sources/Citations Information in all source citations is

correct and in the format assigned.

Information in all source citations is correct, but

there are minor errors in

formatting.

Information in almost all

source citations is correct and

there are minor errors in

formatting.

The information is often

incorrect or there are major

errors in formatting.

Folders All group activities were

most group activities were

Group activities were partially

Many activities were missing or

completed and in the group

folder.

completed and in the group

folder.

complete, and some of the

activities were missing.

incomplete.

Grading Scale20-17 = A 12- 9 = C16-13 = B 8 or less = F