Nature’s Fury:
The Impact of Natural
Disasters
Code X Level 2 (Gr. 7): Unit 4
Scott Olsen/Getty Images |
Shufu – 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
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 – 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 other’s
ideas. It was evident that all of the group members contributed equally to
the presentation. |
The teammates worked from each other’s
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 other’s ideas. However, it seems as though certain people did not do as
much work as others. |
The teammates never worked from each
other’s 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.