the pillowcase project

The Pillowcase Project

mailto:[email protected]

The Pillowcase Project Learn. Practice. Share.

Dear

Thank you for taking the time to learn about The Pillowcase Project, a fun, interactive, and FREE Red Cross program that strives to bring emergency preparedness education to every community in the United States.

The Pillowcase Project was created by the Southeast Louisiana Chapter of the American Red Cross and implemented in New Orleans schools after Hurricane Katrina in 2005. In 2013, The Walt Disney Company funded the design and development of this standardized, state-of-the-art preparedness education program. As a result, The Pillowcase Project can be used by Red Cross chapters to reach children across the United States.

The aim of this program is to create a generation of children who understand the science of hazards, are empowered to take action by practicing how to prepare for emergencies, and understand that by sharing what they have learned with family and friends, they can help create a prepared community.

We hope that you will share the information in this kit with your colleagues and help the Red Cross bring emergency preparedness education to your children.

Sincerely,

The American Red Cross

Target Audience & Venues This program is designed to be delivered to youth ages 8-11 in 3rd-5th grade in schools, after-school programs, summer camps, and other youth programs and events. Goals The Pillowcase Project is a program that will:

• Increase youth awareness of hazards and the importance of personal preparedness

• Build skills in hazard-specific protective actions to reduce the impact of emergencies on youth and their families

• Increase coping skills to manage emergencies and build resilience in youth • Increase household preparedness levels • Incorporate preparedness education into the elementary school curriculum

Program Structure The Pillowcase Project is:

• Implemented by Red Cross chapter staff and volunteers • A program that meets many performance expectations for

the Common Core Math and Language Arts Standards and Next Generation Science Standards for grades 3-5

Learning Objectives Students who participate in The Pillowcase Project will be able to:

• Use their knowledge to act as advocates for emergency preparedness in their homes and communities

• Identify the best ways to stay safe during emergencies that occur in their region

• Use coping skills to help manage stress during emergencies and in every day situations

• Gain confidence in their abilities to be prepared for emergencies through hands-on activities

• Create an enhanced sense of community through collaborative preparedness activities

• Discuss the role science plays in emergency preparedness Curriculum Components The Pillowcase Project consists of:

• A Learn, Practice, Share framework to discuss preparedness concepts • Emergency preparedness skills and information specific to locally

prominent hazards • Age-appropriate Coping Skills for emergency situations • Home and personal preparedness skills and tools • A My Preparedness Workbook and Disney Pillowcase for students to

take home • Science of Safety Teaching Kit for teachers and program staff to use

after the presentation

What is included in this packet? This packet includes a sample of several materials used in The Pillowcase Project, including:

• Five pages from the My Preparedness Workbook that students will receive: ! Dear Parent/Guardian letter ! Our Home Fire Escape Plan ! Our Emergency Supplies Kit ! My Pillowcase Kit ! Earthquake Ready

• Samples of the posters that are in the Science of Safety Teaching Kit that teachers and program staff will receive, including:

! Be Prepared! Learn, Practice, Share ! Hazards Map ! Coping Skills

• Pillowcase Project completion certificate • Testimonials & thank you letters from students, and photos of The Pillowcase Project in action

How do I get the Red Cross to bring The Pillowcase Project to my students? If you want your students to learn more about emergency preparedness with The Pillowcase Project, contact:

My Preparedness Workbook

Learn. Practice. Share.

4

The American Red Cross knows that teaching children how to prepare

for emergencies can help keep their families and communities safe when

emergencies happen. That’s why we have developed The Pillowcase

Project, a program that gives important preparedness information to

children on a wide variety of emergency situations.

The Pillowcase Project started in New Orleans, where the Red Cross

chapter leader learned about some students who had used pillowcases

to carry their belongings during an emergency. The chapter began using

pillowcases to teach kids about preparedness and The Pillowcase

Project soon spread to Red Cross chapters in other states. Now, inspired

by these pioneering chapters, the American Red Cross is distributing

pillowcases to children across the country as part of a nationwide

preparedness education program that aims to reach every community in

the United States.

Through The Pillowcase Project, children learn how to prepare for

emergencies, practice what they have learned, and share their knowledge

with family and friends. Emergencies can happen at any time, in any home

or community. Learning is the key to being prepared for emergencies.

Practice is the best way to find out if you are really prepared. Sharing

assures that, when an emergency occurs, everyone in your family knows

what to do and how to help each other stay safe.

Please talk with your child about what he or she has learned about

emergency situations, and use this workbook with your child to make

your family better prepared.

Learn. Practice. Share.

6

BEDROOM BEDROOM

KITCHEN

BATHDEN

LIVING ROOM

PRIMARY ESCAPE PATH

SECONDARY ESCAPE PATH

MEET

HERE

Learn by using this example to make a fire escape

plan for your home.

First draw two ways to get out of every room in your

home. One way out will be the door. The other way

out could be a window. In a fire, if you see smoke

on your way out, turn around and go the other way.

Stay away from the dangerous smoke.

Next pick a meeting place outside. This is where

everyone will go as soon as they get out. Once

you get to your meeting place, stay there and call

9-1-1. No one should go back inside. Firefighters

will rescue anyone who needs help, even your pets.

Draw your home fire escape plan in this space. Use a

separate piece of paper if you need more room. When

you’re done, hang your plan where everyone can see it.

Practice your plan with a Home Fire Drill at least twice a year. Have an adult press the “test” button on a smoke alarm in

your home and have everyone go to your meeting place. Practice crawling on the floor as if there were smoke!

Share these preparedness skills with everyone in your home:

Get Out, Stay Out, Call 9-1-1 — If you hear a smoke alarm or see smoke, follow your escape plan and get out immediately.

Don’t stop to grab anything, and don’t go back for anything. Stay outside at your meeting place and call 9-1-1.

Get Low and Go — In a fire, smoke is more dangerous than flames. Crouch low or crawl along the floor to avoid breathing

smoke. Smoke rises, so the air near the floor is cleaner. This is really important if you don’ t have two ways out of your room.

Be Prepared — Have a smoke alarm on every level of your home and near every bedroom. Make sure the grownups in your

home test your smoke alarms every month to make sure they all work and have a plan to wake everyone up if the smoke

alarm goes off while you’re sleeping.

My Home Fire Escape Plan

Our Outside Meeting Place ___________________________________________________________

11My Preparedness Workbook

As you’ve learned, in some emergencies, you may have to leave your home for a safer place. To be prepared, put

together an emergency supplies kit. That way you’ll have everything you need to stay safe and comfortable while you’re

away from home.

This checklist shows items that belong in an emergency supplies kit. Ask your family to go on a scavenger hunt with

you to find some items you may already have at home. Check off each item that you find. Work together to pack up an

emergency supplies kit for your home.

Three-day supply of water (one gallon of water per

person, per day)

Three-day supply of canned and dried food, and a can

opener

Portable radio and extra batteries

Flashlight and extra batteries

Cell phone and charger

First aid kit

Hygiene items (soap, hand sanitizer, moist towelettes,

toilet paper, etc.)

Matches in waterproof container

Whistle

Extra clothing and blankets

Cooking and eating utensils

Cash and coins (in case credit card readers and ATMs

aren’t working)

Special needs items such as prescription medications,

eye glasses, contact lens solution, and hearing aid

batteries

Items for infants, such as formula, diapers, bottles, and

pacifiers, if needed

Tools, pet supplies, a map of the local area, and other

items to meet your unique family needs

You should also keep an emergency supplies kit in your car.

You’ll need:

Flashlight, extra batteries, and maps

Cell phone car charger

First aid kit

White distress flag

Tire repair kit, booster/jumper cables, pump, and flares

Bottled water and non-perishable foods such as

granola bars

Seasonal supplies: Winter – blanket, hat, mittens, shovel,

sand, tire chains, windshield scraper, glow-in-the-dark

distress flag; Summer – sunscreen lotion (SPF 15 or

greater), shade item (umbrella, wide brimmed hat, etc.)

Suggestion! Store your kit in a convenient place known to

everyone in your home. Keep items in air-tight plastic bags.

Refill your kit with fresh water, fresh batteries, right-size

clothes, etc. at least every six months.

12

Use your pillowcase to make a personal preparedness kit. Think of something special you could put in your kit that will help

you feel better during an emergency. Draw that special item in the oval on this page and on your pillowcase. That way you

can always look at the item, or remember it, to feel better.

15My Preparedness Workbook

Earthquakes happen when gigantic pieces of the Earth, called tectonic plates, rub and

push against each other. The pushing usually lasts only a minute, but it causes the ground

to shake for miles around!

An earthquake shakes everything in a home. Windows break. Pictures drop from the

wall. Books shake off their shelves, and the whole bookcase might tip over. In fact, the

whole house sometimes shakes so much that it falls off its foundation — that is the part

underneath that holds the house to the ground. Luckily, scientists and engineers have

figured out ways to make houses earthquake-ready.

Find out how by matching the descriptions below to the correct places on this house. The first one is filled in to help you get started.

Be Prepared! If you feel an earthquake, Drop, Cover, and Hold On! That means drop to the floor, crawl under a table or some other

piece of furniture that will cover and protect you from things that fall. Hold on to your cover so that it can’t shake away from you.

To Learn More about earthquakes, visit Earthquakes for Kids at earthquake.usgs.gov/learn/kids. You can also ask an adult

to download the free Red Cross Earthquake App at redcross.org/mobile-apps/earthquake-app.

A. Pictures and mirrors screwed to the wall.

B. Bookcases and shelves attached to the wall.

C. Television screen strapped to the wall.

D. No ceiling fans or hanging lamps.

E. Chimney braced to keep it attached to the house.

F. Roller-blocks to keep appliances from rolling around.

G. House bolted to the foundation.

H. Cabinets fastened to keep them from flying open.

Answers on page 27

Science of Safety Teaching Kit Posters

I pledge to be prepared for emergencies by

Learning how emergencies happen,

Practicing how to stay safe, and

Sharing what I’ve learned at home

and with my friends.

_______________________________________________________________________(Student Signature)

_______________________________________________________________________(American Red Cross Signature)

____________________________________(Date)

Congratulations from your friends at the American Red Cross!

The Pillowcase ProjectLearn. Practice. Share.

© Copyright 2014 The American Red Cross. Pilot Edition 2014

Educational Standards ReportAn overview of program components

that support curricular standards for grades 3-5

The Pillowcase ProjectLearn. Practice. Share.

2 The Pillowcase Project — Pilot Edition 2014

In 2013, the American Red Cross received a grant from The Walt Disney Company to fund the development phase of The Pillowcase Project. This program – designed originally in New Orleans and since implemented by several other Red Cross chapters – teaches elementary school students emergency preparedness and coping skills. Our goal is to raise awareness and knowledge about personal preparedness while also emphasizing the importance of proactive household and community measures. This project seeks to improve individual self-suffi ciency by providing students with information and tools to better handle stressful events so that they can take more responsibility over their own personal preparedness.

The Pillowcase Project has been adapted to focus on students in grades 3-5, who are easily reached through classroom and camp presentations, after-school programs, and eventually online. This program teaches students about home fi re preparedness, scientifi c explanations and protective actions pertaining to a locally prominent hazard (such as an earthquake or tornado), and leads them in building basic coping skills to handle anxiety and stress in emergencies of all kinds. We also include tools and information for students to help their families create an Emergency Communications Plan, Emergency Contact Cards, Home Fire Escape Plan, and Home Emergency Supplies Kit. Furthermore, teachers and site counselors are provided with three additional lesson plans that they can use at any time during

Introductionthe year to reinforce concepts taught during the presentation, but with a heavier focus on science and social studies as they relate to natural hazards and emergencies. Through this comprehensive program, the Red Cross seeks to increase individual, family, and community preparedness and resilience.

The Pillowcase Project began its pilot phase in 2013. During this period, the materials, processes, chapter tools, and curriculum were evaluated and tested extensively. Teachers, volunteer presenters, and Red Cross chapter implementation staff all contributed

substantial feedback on Pilot Phase 1. Additionally, students completed an assessment quiz to gauge perceived and actual changes to their knowledge and attitudes following the presentation. In 2014 and 2015, the program will be piloted on a wider scale in order to reach approximately 300,000- 500,000 new students. Comprehensive behavior and knowledge change studies will be conducted during this period in order to gain

further understanding of The Pillowcase Project’s overall effectiveness.

In addition to increasing preparedness and coping skills, this program is designed with the teacher and education system in mind. Through its various components, The Pillowcase Project addresses many key elements of the Next Generation Science Standards for grades 3-5, as well as core competencies in the Common Core State Standards for grades 3-5. This report identifi es these linkages.

Cross chapter implementation staff all contributed substantial feedback on

students completed an assessment quiz to

actual changes to their

following the presentation.

program will be piloted

to reach approximately 300,000- 500,000 new

behavior and knowledge

conducted during this

3The Pillowcase Project — Pilot Edition 2014

Students in Grades 3-5According to a 2012 study published in Studies in Science Education, from age seven to eleven, children begin to grasp abstract concepts and make rational judgments about concrete or observable phenomena. Children in this stage learn by asking questions and mentally manipulating information.

Additionally, several studies have been conducted to identify the best teaching approaches for successfully imparting knowledge to students across these ages, especially in preparedness education. The list of top approaches can be seen in this table. The Pillowcase Project program incorporates each of these concepts.

Communicating actionable riskMotivate action and build self-efficacy by describing specifically what can be done, why, and how.

Self-efficacy Motivate action by fostering children’s beliefs that they can improve their own emergency preparedness.

Adaptive capacityProvide opportunities for children to identify ways they can improve their preparedness and resilience using the resources available to them.

Focus on local problems and capacitiesMake education more relevant and engaging by focusing on local hazard risks and providing activities to generate solutions to local problems.

Meaningful and experiential learning

Improve children’s problem solving skills and application of knowledge to unknown situations by providing context for why we prepare and take certain protective measures. “Hands-on” activities provide context and improve engagement, comprehension, and knowledge transfer.

Student-centric learningBuild information-seeking and leadership skills through child-led education that demonstrates how children are positive contributors to preparedness, response, and recovery.

Peer-to-peer learningMotivate action through children’s observation of peers taking preparedness actions.

Parent and guardian involvementInvolve parents and guardians to improve children’s learning outcomes and knowledge transfer from children to parents and the community at large. Achieve a wider audience for messaging.

Affective learning approachesUse positive messaging, teach preventative coping skills, and build awareness of community networks and helpers to improve both children’s and teachers’ self-efficacy and emotional resilience.


Below are descriptions of the educational components of The Pillowcase Project that support curricular standards for grades 3-5 in language arts (LA), mathematics (M), and science (S). A detailed standards alignment for these components is provided on the following pages.

Grade 3 4 5

Pillowcase Project PresentationAn interactive classroom/youth group presentation that prompts students to engage in discussion and draw on the information presented to build emergency preparedness knowledge and skills. Includes a segment focusing on the causes and characteristics of a natural hazard common to the students’ geographic region.

LA

S

LA

S

LA

S

Sharing Activities (SA) In this part of the presentation, students work in small groups to read a problem-solving scenario and generate ideas for helping the characters in the scenario resolve the situation, then present their ideas through a group spokesperson. Scenarios focus on coping with and managing a natural hazard common to the students’ geographic region.

LA

S

LA

S

LA

S

My Preparedness Workbook (WB)Students read a variety of informational and literary texts on a wide range of topics (science, geography, history, literature) related to emergency preparedness, and complete activities that reinforce comprehension. Specifi c learning activities within the workbook are listed below, with a key to the pages on which they can be found (e.g., WB12 = page 12).

LA

S

LA

S

LA

S

• Our Home Fire Escape Map (WB6)Students draw a map of their home to scale and diagram two exits from every room to create a home fi re escape plan.

M M M

• Our Preparedness Planner (WB7)Students calculate time intervals and set dates for home fi re drills, smoke alarm testing, updating their emergency communications plan, and refi lling their emergency supplies kit.

M

• My Preparedness network (WB13)Students diagram the support network that will surround them in an emergency and categorize the members of that network based on their position in the community. The activity provides a lesson in group dynamics and how groups can help individuals cope with challenging circumstances.

S

• Mapping Emergencies (WB14)Students analyze a map of the United States to identify and quantify the locations where a variety of meteorological, geological, and environmental hazards are most likely to happen.

LA

M

S

M

S

LA

M

S

• Earthquake Ready (WB15)Students read informational text on plate tectonics to learn how earthquakes occur, then analyze a diagram to identify engineering solutions designed to help protect a home from earthquake damage.

S S S

• Flood Season (WB16)Students read two fact-based stories about families living along the Nile in ancient and modern Egypt. They use context clues to fi ll in missing words, and learn about the impact of fl ooding and fl ood control on land, agriculture, and society.

LA

S

LA

S

LA

S

• Track the Hurricane (WB17)Students read informational text about hurricane forecasting and interpret a timeline description of a hurricane’s progress to track its movements on a map using longitude and latitude.

LA

M

S

LA

M

S

M

S

The Pillowcase Project: Standards Alignment


Grade 3 4 5

• Thunderstorms and Lightning (WB18) Students read informational text about thunderstorms and lightning, then combine knowledge gained from the text and facts presented in a graphic to answer mathematical questions about these phenomena.

LA

M

S

LA

M

S

LA

M

S

• Tornado Tales (WB19) Students read the opening of The Wizard of Oz, then research facts about tornadoes using online resources. They then answer questions examining the accuracy of the story by applying those facts to the literary text.

LA

S

LA

S

LA

S

• Tilly Spots a Tsunami (WB20) Students read informational text explaining how tsunamis form. Afterwards, they read a fact-based story about a girl who used her knowledge of tsunamis to save her family, then analyze the story to identify the warning signs for a tsunami.

LA

S

LA

S

LA

S

• The Ring of Fire (WB21) Students read informational text on plate tectonics and the location of volcanoes, then use context clues and a map of the Pacific Region to identify specific volcanoes.

LA

S

LA

SS

• Wildfire Home Protection (WB22) Students read informational text on the impact of wildfires and then analyze an illustration to identify specific ways that a home can be protected against wildfire.

LA

SS S

• Wind Chill and Winter Storms (WB23) Students read informational text about calculating the wind chill factor and the risks of cold exposure. Afterwards, they combine knowledge gained from the text with data from a wind chill chart in order to solve mathematical problems about whether or not characters are safe if they stay outside for an allotted amount of time.

LA

M

S

LA

M

S

LA

M

S

• Coping Skills in Antarctica (WB24) Students read a fact-based story about how penguin colonies huddle to protect themselves from storms and learn techniques for coping with emergencies.

S

• Your Coping Skills (WB25) Students write about an experience when they coped with a tough situation, describing what they did to overcome stressful circumstances.

LA LA LA

• I’m Prepared (WB26) Students use a structured journal page to reflect on and evaluate their Pillowcase Project learning experience.

LA LA LA

Teacher Supplement: The Science of Safety A self-contained curriculum that introduces students to the science behind emergency preparedness and how engineering can reduce the impact of natural hazards. The curriculum includes three classroom learning activities:

LA

S

LA

S

LA

S

• Storm Watch (TS1) Students work in teams to research facts about hurricanes or tornadoes using a variety of resources (maps, videos, informational text), then write/produce a class presentation explaining where these types of storms occur, how they form, and how to stay safe when they happen.

LA

S

LA

S

LA

S

• On the Edge (TS2) Students read informational text on plate tectonics and the causes of earthquakes and volcanoes, demonstrate comprehension of the text by researching and designing models that illustrate geologic forces in action, then work in teams to compare ideas and build working models of these phenomena.

LA

S

LA

S

LA

S

• Designed for Safety (TS3) Students research and design a structure engineered to withstand an earthquake, hurricane, or tornado, then present their design in class and compare ideas to produce a consensus design.

LA

S

LA

S

LA

S


Disciplinary Core Idea Pillowcase Project Components

3-LS2 Ecosystems

LS2.D: Social Interactions and Group Behavior• Being part of a group helps animals obtain food, defend themselves, and cope

with changes. Groups may serve different functions and vary dramatically in size.

My Preparedness Network (WB13)Coping Skills in Antarctica (WB24)

3-LS4 Biological Evolution

LS2.C: Ecosystem Dynamics• When the environment changes in ways that affect a place’s physical

characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.

Flood Season (WB16)

LS4.C: Adaptation• For any particular environment, some kinds of organisms survive well, some survive

less well, and some cannot survive at all.

Earthquake Ready (WB15)Wildfire Home Protection (WB22)Designed for Safety (TS3)

LS4.D: Biodiversity and Humans• Populations live in a variety of habitats, and change in those habitats affects the

organisms living there.Mapping Emergencies (WB14)

3-ESS2 Earth’s Systems

ESS2.D: Weather and Climate• Scientists record patterns of the weather across different times and areas so that

they can make predictions about what kind of weather might happen next.

• Climate describes a range of an area’s typical weather conditions and the extent to which these conditions vary over years.

Mapping Emergencies (WB14)Flood Season (WB16)Track the Hurricane (WB17)Thunderstorms and Lightning (WB18)Tornado Tales (WB19)Wind Chill and Winter Storms (WB23)Storm Watch (TS1)

5-ESS3 Earth and Human Activity

ESS3.B: Natural Hazards• A variety of natural hazards result from natural processes. Humans cannot

eliminate natural hazards but can take steps to reduce their impacts.

All components of The Pillowcase Project address this core concept.

3-5-ETS1 Engineering Design

ETS1.A: Defining Engineering Problems• Possible solutions to a problem are limited by available materials and resources

(constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.

ETS1.B: Developing Possible Solutions• Research on a problem should be carried out before beginning to design a

solution. Testing a solution involves investigating how well it performs under a range of likely conditions.

• At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

ETS1.C: Optimizing the Design Solution• Different solutions need to be tested in order to determine which of them best

solves the problem.

Earthquake Ready (WB15)On the Edge (TS2)Designed for Safety (TS3)

Science: Grade 3Next Generation Science Standards



4-PS4 Waves

PS4-A: Wave Properties• Waves, which are regular patterns of motion, can be made in water by disturbing

the surface. When waves move across the surface of deep water, the water goes up and down in place; it does not move in the direction of the wave except when the water meets the beach.

• Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).

Tilly Spots a Tsunami (WB20)


ESS2.A: Earth’s Materials and Systems • Rainfall helps to shape the land and affects the types of living things found in

a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.

Flood Season (WB16)Storm Watch (TS1)

ESS2.B: Plate Tectonics and Large-Scale System Interactions• The locations of mountain ranges, deep ocean trenches, ocean floor structures,

earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or around their edges. Maps can help locate the different land and water features areas of Earth.

Earthquake Ready (WB15)The Ring of Fire (WB21)On the Edge (TS2)

ESS2.E: Biogeology• Living things affect the physical characteristics of their regions.

Flood Season (WB16)Wildfire Home Protection (WB22)


ESS3.B: Natural Hazards• A variety of hazards result from natural processes (e.g., earthquakes, tsunamis,

volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.

All components of The Pillowcase Project address this core concept.


ETS1.A: Defining Engineering Problems• Possible solutions to a problem are limited by available materials and resources

(constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.





solves the problem.

Earthquake Ready (WB15)On the Edge (TS2)Designed for Safety (TS3)





ESS2.A: Earth’s Materials and Systems• Earth’s major systems are the geosphere (solid and molten rock, soil, and

sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms and infl uences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather.

Mapping Emergencies (WB14)

Earthquake Ready (WB15)

Flood Season (WB16)

Track the Hurricane (WB17)

Thunderstorms and Lightning (WB18)

Tornado Tales (WB19)


The Ring of Fire (WB21)

Wildfi re Home Protection (WB22)

Wind Chill and Winter Storms (WB23)

Storm Watch (TS1)

On the Edge (TS2)


ESS3.C: Human Impacts on Earth Systems• Human activities in agriculture, industry, and everyday life have had major effects

on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.

Flood Season (WB16)


ETS1.A: Defi ning Engineering Problems• Possible solutions to a problem are limited by available materials and resources

(constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specifi ed criteria for success or how well each takes the constraints into account.





solves the problem.

Earthquake Ready (WB15)

On the Edge (TS2)

Designed for Safety (TS3)



Performance Expectation Pillowcase Project Components

Grade 3 Operations and Algebraic Thinking

• Represent and solve problems involving multiplication and division.

• Understand properties of multiplication and the relationship between multiplication and division.

• Multiply and divide within 100.



Grade 3 Measurement and Data

• Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

• Represent and interpret data.

Our Home Fire Escape Map (WB6)

Our Preparedness Planner (WB7)






• Use the four operations with whole numbers to solve problems.

• Generate and analyze patterns.






• Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.








• Analyze patterns and relationships. Track the Hurricane (WB17)


• Convert like measurement units within a given measurement system.







Grade 5 Geometry

• Graph points on the coordinate plane to solve real-world and mathematical problems. Track the Hurricane (WB17)

Mathematics: Grades 3-5Common Core State Standards for Mathematics



Reading Standards for Literature

Key Ideas and Details

1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Sharing Activities (SA)



Craft and Structure

4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

6 Distinguish their own point of view from that of the narrator or those of the characters.


Flood Season (WB16)


Reading Standards for Informational Text


1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3 Describe the relationship between a series of historical events, scientifi c ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.






Storm Watch (TS1)

Integration of Knowledge and Ideas

7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

9 Compare and contrast the most important points and key details presented in two texts on the same topic.


Flood Season (WB16)




Wildfi re Home Protection (WB22)


Range of Reading and Level of Text Complexity

10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and profi ciently.

My Preparedness Workbook (WB)

Reading Standards: Foundational Skills

Fluency

4 Read with suffi cient accuracy and fl uency to support comprehension.My Preparedness Workbook (WB)

Language Arts: Grade 3Common Core State Standards for English Language Arts



Writing Standards

Text Types and Purposes

1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

2 Write informative texts to examine a topic and convey ideas and information clearly.

3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Your Coping Skills (WB25)

I’m Prepared (WB26)

Storm Watch (TS1)

Research to Build and Present Knowledge

7 Conduct short research projects that build knowledge about a topic.

8 Recall relevant information from experience or gather relevant information from print and digital sources; take brief notes and sort evidence into provided categories.



Storm Watch (TS1)

Standards numbers are taken from Common Core State Standards for English Language Arts & Literacy in History/Social Studies and Technical Subjects (2010).

Speaking and Listening Standards

Comprehension and Collaboration

1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Pillowcase Project Presentation


Storm Watch (TS1)

On the Edge (TS2)


Presentation of Knowledge and Ideas

4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


Storm Watch (TS1)


Language Standards

Vocabulary Acquisition and Use

4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Flood Season (WB16)





1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.



Craft and Structure

4 Determine the meaning of words and phrases as they are used in a text, including those that allude to signifi cant characters found in mythology (e.g., Herculean).

6 Compare and contrast the point of view from which different stories are narrated, including the difference between fi rst- and third-person narratives.

Flood Season (WB16)



1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

3 Explain events, procedures, ideas or concepts in a historical, scientifi c or technical text relevant to a grade 4 topic or subject area.




On the Edge (TS2)


7 Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.





Storm Watch (TS1)


10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band profi ciently, with scaffolding as needed at the high end of the range.



Fluency

4 Read with suffi cient accuracy and fl uency to support comprehension.My Preparedness Workbook

Writing Standards


1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.



Storm Watch (TS1)


7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

9 Draw evidence from literary or informational texts to support analysis, refl ection, and research.



Storm Watch (TS1)






1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3 Identify the reasons and evidence a speaker provides to support particular points.



Storm Watch (TS1)

On the Edge (TS2)



4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.


Storm Watch (TS1)

Language Standards


4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Flood Season (WB16)






3 Compare and contrast two or more characters, settings, or events in a story or

drama, drawing on specific details in the text (e.g., how characters interact).


Craft and Structure

4 Determine the meaning of words and phrases as they are used in a text, including

figurative language such as metaphors and similes.

Flood Season (WB16)



3 Explain the relationships or interactions between two or more individuals, events,

ideas, or concepts in a historical, scientific, or technical text based on specific

information in the text.

On the Edge (TS2)


7 Draw on information from multiple print or digital sources, demonstrating the ability

to locate an answer to a question quickly or to solve a problem efficiently.

9 Integrate information from several texts on the same topic in order to write or speak

about the subject knowledgeably.





Storm Watch (TS1)


10 By the end of the year, read and comprehend informational texts, including history/

social studies, science, and technical texts, at the high end of the grades 4-5 text

complexity band independently and proficiently.



Fluency

4 Read with sufficient accuracy and fluency to support comprehension.My Preparedness Workbook

Writing Standards


1 Write opinion pieces on topics or texts, supporting a point of view with reasons and

information.

2 Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

3 Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.



Storm Watch (TS1)


7 Conduct short research projects that use several sources to build knowledge

through investigation of different aspects of a topic.

8 Recall relevant information from experience or gather relevant information from print

and digital sources; summarize or paraphrase information in notes and finished work,

and provide a list of sources.

9 Draw evidence from literary or informational texts to support analysis, reflection, and

research.



Storm Watch (TS1)






1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grade 5 topics and texts, building on

others’ ideas and expressing their own clearly.

2 Summarize a written text read aloud or information presented in diverse media and

formats, including visually, quantitatively, and orally.



Storm Watch (TS1)

On the Edge (TS2)



4 Report on a topic or text, or present an opinion, sequencing ideas logically and using

appropriate facts and relevant, descriptive details to support main ideas or themes;

speak clearly at an understandable pace.

5 Include multimedia components (e.g., graphics, sound) and visual displays in

presentations when appropriate to enhance the development of main ideas or

themes.


Storm Watch (TS1)

Language Standards


4 Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 5 reading and content, choosing flexibly from a range of

strategies.

Flood Season (WB16)


the pillowcase project

Documents