Flooding from stronger storms
due to rising global temperature
803
Ms.
Lodi
|
Topic |
Storms
are becoming stronger which is affecting people who live in ground floor and
basement apartments when stormwater floods their living space. |
|
Location |
NYC |
|
Social
Problem |
The
problem is that people in New York City are finding their basement and
ground level apartments inhabitable storms at higher frequency. |
INTRODUCTION
Over the last several years, New York City has
seen increased rain when storms occur. This was evident when New York City
broke the record for most rainfall in a day twice in an 11-day span in 2021 (On
August 18 and September 1). Due to the record rainfall, there were flash floods
and many apartments got flooded. Some people were unable to escape the flooding
water in their apartment and died. Some people also died due to the flash
flooding.
TASK
Students will work in teams to create a poster
board project that outlines the social problem. Students will spend 3 class
periods collecting data. 3 class periods organizing their research and
collaborating with their teammates, and 3 class periods creating their poster
board project. This will culminate with each team presenting their project to
the class.
PROCESS/RESOURCES
Students will follow the PPA steps to complete their projects, and
will use the PPA steps in their poster board and presentation.
The 6 Steps of the Public Policy Analyst (PPA)
For the 2 class periods
that students collect data and perform research:
Students will be provided with links of information they can browse;
articles, videos, and pictures/misc. media. Students will have to choose at
least 5 pieces of information to look at/read. Students will be encouraged to
use more resources than 5 though.
Students will be given a note catcher template to fill out their notes
and thoughts for all of the articles/videos/links that they explored.
Student Resources:
-
https://www.nydailynews.com/new-york/new-york-record-rainfall-gallery-1.50707
-
https://www.statista.com/chart/25690/new-york-city-hourly-rainfall-records/
-
https://home.dartmouth.edu/news/2023/04/warming-climate-affect-streamflow-northeast
-
https://www.nature.com/articles/s41598-023-32372-3
-
https://www.youtube.com/watch?v=YZOEiWpxpw8
-
https://www.youtube.com/watch?v=pNMm90nzT4o
-
https://www.youtube.com/watch?v=l_Oe6YK0DgE
-
https://www.youtube.com/watch?v=4UAWtQMDimo
-
https://www.youtube.com/watch?v=afxhSL15KtQ
For the 2 class periods
that students spend writing about the research they collected.
Class Period 1
Students will spend one class period making sure the notecatchers they used for their research are completed.
They will then fill out a note catcher/graphic organizer where they try to find
themes in their research and vocabulary words that are frequently used
throughout their research.
Class Period 2
Students will use their research as a guide, and will write about
their opinions and thoughts about their research. Students will use the PPE
steps as a guide to the structure of how they will present their research.
For the 2 class periods
that students create the poster board:
Students will be broken into 2 groups of 4 students. Every group will
have a group leader/time-keeper, a group visual expert, a group copy editor and
a group organizational expert.
Students will spend half a class period discussing their research and
findings, and also coming up with a theme for their poster board based on all
of their research.
After students decide on a theme, they will start to map out an
outline for their poster board.
For the second period they work on these projects, the groups will
create an outline map for their presentation where they will each use their
different roles to contribute to the project.
Students will discuss the issue of increased rain during storms due to
global warming and incorporate the steps of the PPE to their presentation.
Groups will be broken up into 4 different roles
-
The
group-leader/timekeeper will make sure that the group is on-task and working
cohesively. The group leader will also help trouble-shoot with any issues or
problems group members may have, and help assist each member of the group. The
group leader will also keep track of time and make sure that the group is
on-time, and tasks are being completed in a time-sensitive manner.
-
The
group visual expert will help make decisions regarding aesthetics of the poster
board. They will create the theme of the poster board, and choose the pictures
that are used for the poster board.
-
The
group copy-editor will create the writing for the poster board. The copy-editor
will create a copy for the entire poster board, and determine how the group's
thoughts and ideas will transform into written words.
-
The
group organizational expert will make sure that the visual part of the poster
board and written words of the poster board combine seamlessly. The
organizational expert will take the visuals and the copy and combine them to
create the poster board project.
EVALUATION
|
TASK |
Research/Data
Collection |
Writing about research |
Google Slideshow |
|
3 |
- 9 pieces of data were researched - 9 different forms were filled out
completely about the research Data was compiled in clear, concise
writing. |
Writing is thorough, comprehensive,
on-task and relevant to the topic. Writing does not have any typos, and is
grammatically correct. |
There is a distinctive theme to the
poster board the poster board is detailed. poster board is informative and cohesive There are pictures included that
complement the text of the poster board. Each team member contributed to the
poster board equally. |
|
2 |
5-8 pieces of data were researched 5-8 forms were filled out about the data
that were collected Data was mostly clear and concise, but
There were some missing pieces of information |
Writing is mostly thorough, but slightly
off-task Writing has few typos, and few
grammatical errors |
There is a theme to the slideshow, but
it is not consistent throughout the entire slideshow There are some pictures that complement
the text Most team members contributed to making
the poster board |
|
1 |
Less than 5 pieces of data were
researched Less than 5 forms were filled out about
the data that were collected Data collected and written about were
not clear or concise and confusing to read |
Writing is not thorough and is off-task Writing has many typos and grammatical
errors |
poster board is bare and has a lot of
blank space There is not a distinctive theme to the
poster board There are very few or no pictures Less than half of the team members
contributed to making the poster board. |
CONCLUSION
Students will apply what they learn during
their research to a presentation where they share how changing landscapes in
the USA affect people who inhabit those areas. Working on this project will
help them conceptualize how rapidly landscapes in the USA are changing. They
will be able to use the information they learned to be informed about changing
landscapes and how they affect the people who live in those areas.
STANDARDS
MS-ESS3-3. Apply scientific principles to
design a method for monitoring and minimizing a human impact on the
environment.
RI. 7.8- Trace and evaluate the argument and
specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
RI. 7.9- Analyze how two or more authors
writing about the same topic shape their presentations of key information by
emphasizing different evidence or advancing different interpretations of facts.
ELA 8.2 W:
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
ELA 8. 4 W:
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.