Natureís Fury:

The Impact of Natural Disasters

Code X Level 2 (Gr. 7): Unit 4

Scott Olsen/Getty Images

Shufu Ė Adobe Stock Images

From NASA.org

From Encyclopedia Britannica

By Ms. K. Ashby

PS/MS 129

 

Problem

Natural disasters create/lead to social problems.

 

Introduction

We often see natural disasters on television and on social media and they may seem something that is far from us and does not affect our daily lives.However, natural disasters cause a lot of damage and affect many people.The social impact of natural disasters include property damage, hazardous waste, loss of utilities like electricity and water, debris cleanup and waste, and infrastructure-related problems such as closed roads and communication losses.

 

 

Task

Your task is to use the steps of the Public Policy Analyzer (PPA) to identify a specific type of super disaster, explain its impact on society and determine a possible solution for one of the issues that the natural disaster causes.You will work with a group to research your topic and present your information in the following ways: you will write a report, create a visual, and present the information to your class.

 

1.      Write an essay/report (include graphics to support your information)

         Timeline

         Charts

         Diagrams

         Images

 

2.      Create a visual

         Poster

         Collage

         PPT

         Game

 

3.         Give an oral presentation with your group to share your information (use the steps of the PPA to describe the issue and your solution).

 

(Above images from Common Commons)

 

 

Process/Procedure

Roles

Work with your group to research, plan, and complete your projects.The teacher will assign members to each group and will assign roles to each member (your roles may rotate during the course of the unit).

         Researchers (gather information and share it with the group)

         Writers (use the information gathered by the researchers and put it into a presentable format)

         Group leader/organizer (take charge of the group and make sure that everyone is on task and organized)

         Presenters/speakers (share information with the class during class discussion about the topic)

         Resource/technology person (take charge of and distribute other materials that the group needs, (eg. chart paper, markers, getting laptops, etc.)

 

Public Policy Analyst (PPA) Steps

 

Use the steps of the PPA to help you work through your research.

 

1.      Define the Problem:  https://flippedtips.com/plegal/tips/select.html 

         Select a type of natural disaster and explain what type of damage it does.

 

2.      Gather Evidence:  https://flippedtips.com/plegal/tips/gather.html

         Work with your group to gather facts, statistics, and other information related to the effects of your natural disaster.

 

3.      Identify the Causes:  https://flippedtips.com/plegal/tips/identify.html

         Explain how your disaster happens.For example, how does your disaster get started.

 

4.      Evaluate an Existing Policy:  https://flippedtips.com/plegal/tips/existing.html

         How do we currently deal with this type of disaster?For example, is there a plan in place for if this type of disaster occurs?If so, what is the plan and who is in charge of making sure it happens?

 

5.      Develop Solutions:  https://flippedtips.com/plegal/tips/solutions.html

         Are there things that we can do to help to prevent this type of disaster?

         What are some things that we can do to help to minimize the effects of this type of disaster?

 

6.      Evaluate the Best Solution:  https://flippedtips.com/plegal/tips/bestsol.html

         Review at all of your solutions.

         Decide which one is the best.

         Based on your research, determine which solution is the best one to recommend.  Base your final solution on the ability to actually make it happen, and the ability to pay for it.Be sure to analyze the benefits of this solution and any problems that might affect putting your solution into practice.

 

Resources

         Natural Disasters: Global Issues

         What Natural Disasters Can Do To Your Mind

         Natural Disasters How Can We Build for Resilience

         Tasks for Saving Our Environment

         Weather Wiz Kids

 

1.      Information Essay Rubric

 

4

3

2

1

Mastering Standards

Meeting Standards

Approaching Standards

Below Standards

W.7.2 Introduction

>   The writer introduces the topic clearly, previewing what is to follow in an interesting way.

>  The writer introduces the topic clearly, previewing what is to follow.

>  The writer tells what information will follow.

> The writer does not provide a preview of the information in the essay.

Organization & Graphics Ė W.7.2

>   Ideas, concepts, and information are organized in the most strategic way (such as classification, comparison/ contrast, or cause/effect); including formatting, graphics, or multimedia (when useful).

>  Ideas, concepts, and information are organized in a strategic way (such as classification, comparison/ contrast, or cause/effect); including formatting, graphics, or multimedia (when useful).

>  There are sections of information; some graphics may have been included.

> The text is not formatted into sections or for text features.

Main Idea & Details W.7.2

>   The writer develops the topic with well-chosen facts, definitions, concrete details, quotations, or other information and examples.

>  The writer develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

>   The writer includes facts, definitions, details, or quotations that are mostly related to the topic.

> The writer includes a few facts or details that are related to the topic; other information may be unrelated.

W.7.9 Research & Knowledge

>   The writer draws a great deal of evidence from informational texts and sources to support deep analysis, thoughtful reflection, and research.

>  The writer draws evidence from literary or informational texts to support analysis, reflection, and research.

>   The writer includes evidence from literary or informational texts to support some ideas.

> The writer includes little to no evidence from literary or informational texts.

W.7.2Conclusion

>   There is a concluding statement or section that follows from, supports, and makes inferences about the ideas or information.

>  There is a concluding statement or section that follows from and supports the ideas or information.

>   There is a final statement that follows the ideas, or may be unrelated to the information.

> There is no final statement, or it does not follow or support the ideas.

 

 

>   The writer uses imaginative, appropriate, and varied transitions.

>  -The writer uses appropriate and varied transitions.

>   The writer uses some transitions.

> The writer does not include transitions.

W.7.2 Craft & Style

>   The writer uses precise language and sophisticated domain-specific vocabulary.

>  The writer uses precise language and domain-specific vocabulary.

>   The writer uses only basic or domain-specific vocabulary.

> The writer uses basic vocabulary.

 

>   The writer establishes and maintains a formal, yet interesting, style.

>  -The writer establishes and maintains a formal style.

>   The writer attempts to establish a formal style.

> The writer does not establish a formal style.

 

2. Visual Project Rubric

 

4

Mastering

3

Meeting

2

Approaching

1

Below

Appearance

The entire project is neat, easy to read.All text and visuals are clear.

Most of the project is neat, easy to read.Most text and visuals are clear.

Some of the project is neat, there are areas that are difficult to read or make out.

Most of the project is disorderly. Text and/or visuals are difficult to read or make out.

Organization

Extremely well organized; logical format is easy to follow; flows smoothly; the organization enhanced the effectiveness of the project.

Presented in a thoughtful manner; there were signs of organization and most information is easy to follow.

Somewhat organized; ideas not presented coherently; organization detracts from the content.

Choppy and confusing; format was difficult to follow.

Creativity

The project shows an exceptional degree of student creativity in the creation and/or display.The thought and consideration put into the project is apparent.Originality is used in a way that enhances the product.

The project reflects student creativity in the creation and/or display. Some thought and consideration is shown.

There is little creativity shown in the project.Some effort toward creativity can be seen.

There is very little or no creativity.Minimal effort in the project and/or toward creativity can be seen.

Visuals

All visuals are related to the topic and make it easier to understand.

All visuals are related to the topic and most make it easier to understand.

All visuals relate to the topic or there are too few visuals to enhance the project.

Visuals do not relate to the topic or no visuals are included.

 

3. Group Oral Presentation Rubric

 

4

Mastering

3

Meeting

2

Approaching

1

Below

Content

   Did the presentation have valuable material?

Presentation had an exceptional amount of valuable material and was extremely beneficial to the class.

Presentation had a good amount of material and benefited the class.

Presentation had moments where valuable material was present but as a whole content was lacking.

Presentation contained little to no valuable material.

 

Organization

   Was the presentation well organized and easy to follow?

The presentation was well organized, well prepared and easy to follow.

The presentation had organizing ideas but could have been much stronger with better preparation.

There were minimal signs of organization or preparation.

 

The presentation lacked organization and had little evidence of preparation.

Collaboration

   Did everyone contribute to the presentation?

   Did everyone seem well versed in the material?

The teammates always worked from each otherís ideas. It was evident that all of the group members contributed equally to the presentation.

The teammates worked from each otherís ideas most of the time.It seems like everyone did some work, but some people are carrying the presentation.

The teammates sometimes worked from each otherís ideas. However, it seems as though certain people did not do as much work as others.

The teammates never worked from each otherís ideas. It seems as though only a few people worked on the presentation.

 

Presentation

 

   Did the presenters speak clearly?

   Did they engage the audience?

   Was it obvious the material had been rehearsed?

Presenters were all very confident in delivery and they did an excellent job of engaging the class.

Preparation is very evident.

Presenters were occasionally confident with their presentation; however, the presentation was not as engaging as it could have been for the class.

Presenters were not consistent with the level of confidence/ preparedness they showed the class, but they had some strong moments.

 

Presenters were unconfident and demonstrated little evidence of planning prior to presentation.

 

 

Conclusion

††††††††††††††† Congratulations, you have finished your WebQuest.Now that you have learned about some of the problems natural disasters cause or exacerbate (make worse), how will that change the way you view natural disasters.The purpose of this research project was to help you to understand the long-term problems that can occur due to a passing catastrophe.So, we may not be able to control natural disasters, but think about what we can do to ease the problems that might occur because of them.And remember, you can use the steps of the PPA to understand and reflect on any social issue now or in the future.

 

Standards

CCSS.ELA-LITERACY.RL.7.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

 

CCSS.ELA-LITERACY.W.7.2.A

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

 

CCSS.ELA-LITERACY.W.7.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

 

CCSS.ELA-LITERACY.W.7.6

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

 

CCSS.ELA-LITERACY.W.7.7

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

 

CCSS.ELA-LITERACY.W.7.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

 

CCSS.ELA-LITERACY.W.7.9

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

 

CCSS.ELA-LITERACY.SL.7.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

 

CCSS.ELA-LITERACY.SL.7.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

 

CCSS.ELA-LITERACY.SL.7.5

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.