Running Head: MAKE A PLAN: SAVE A LIFE

SED464 Signature Assignment, Spring 2016

Make a Plan: Save a Life
Grant Proposal
Danielle Accetta
Arizona State University

MAKE A PLAN: SAVE A LIFE

School Environment Narrative & Biography

As part of the Ball Charter Schools district, here at Val Vista Academy, students are
priority. Aligned with Common Core State Standards, Val Vista Academy is an A rated
Kindergarten to Eighth Grade Charter/Public school. As a public charter school there is no tuition
cost to attend our school but because we operate independently from the established public
school system, much of our funding is public funding. Our charter school offers a variety of
programs and services, and takes pride in our small class sizes that allow for a more
individualized approach with instruction. Some of the special programming offered at our school
includes: special education, gifted education, basic ESL/ELL programming, various clubs and
sports, tutoring, and before/after school programming. While our school is small the community
around us is growing. With our College Preparatory programming growing we are striving to
continue to provide tools that will provide students with a variety of real-world skills and
understanding.
Here at Val Vista Academy, our school currently houses 450 students throughout grades
Kindergarten to 8th and our numbers continue to grow. The demographics of the area present a
population that is mostly Caucasian and median household incomes that are higher than the state
average. Majority of the incoming students are entering in the younger age groups. Grades 6th
through 8th numbers are sparse in comparison and have smaller class sizes averaging fifteen
students per class. These small class sizes allow these age groups more one-on-one time with
instruction and more hands-on project opportunities. Though predominantly Caucasian and upper
income, our students come from a variety of backgrounds, cultural views, and interests. Outside
of the predominant demographics, the ethnicity and socioeconomic status show much diversity.

MAKE A PLAN: SAVE A LIFE

The Make a Plan: Save a Life project will have its beginnings at Val Vista Academy
within the middle school grades in the Science classroom. Located in the main building, on the
second floor, this classroom offers a combined lecture and laboratory setting. With class sizes
small and grades 6th through 8th able to rotate through the Science room, receiving fifty-minutes
worth of instruction on a daily basis, it is very reasonable to set aside a duration each week for
students to work on this project in the classroom. The project will be introduced within the first
week of class and then be gradually worked on throughout the semester. To prepare students to
be successful in their project, there will be class days set aside to demonstrate and practice using
the technology/application. Work on this project will mostly occur on a weekly basis in the last
twenty minutes of class on Thursdays.
When working on this project, students will utilize both the lecture portion of the
classroom and the lab area. When technology and application use is being modeled on the
SMART Board, students will be seated by group in the lecture portion of the class so that they
may more easily view the demonstration. The lecture portion of the classroom allows students to
view the SMART Board, whiteboard, and examples provided under the doc cam. In the lecture
portion of the classroom, desk arrangements form an E shape allowing groups to easily gather
and collaborate as needed. Though the room has a few computers, there are not enough for each
student to use nor is there enough room for them to share and group around them. For this
project and future student projects and technology integration in the class it is necessary that a
laptop be available to each student at least one lesson out of the week.
At times when students are given the opportunity to collaborate with their group to
discover and create together, the students will be situated in the lab area to better accommodate
their group collaborations. The lab includes six group tables, functionally spaced, designed to

MAKE A PLAN: SAVE A LIFE

seat up to four students. For the purpose of this project, students will be working in groups of
three. When working on the projects students will have their materials and laptops out while they
work together on making decisions, performing and analyzing research, as well as designing and
creating maps and plans that propose improvements and measures for disaster response and
relief. In the final stages of the project, this is the area where map printing will take place. To
better portray the real life application of this project a large format printer would be ideal.
However, in the science room we do not have access to any printing so printing at this time has
to be done at home or in the computer lab if supplies allow. If our school is able to acquire a
large format printer we could use this technology not only for the purpose of this project but
teachers could use it to create their own maps and diagrams for teaching materials.
Val Vista Academy provides the perfect setting to begin this project with our 6th to 8th
grade students. Having the reluctance of small class sizes and daily Science instruction in a
setting that is perfect for providing demonstrations and facilitating collaboration, we have the
perfect opportunity to get this project underway. Our current technology, however, does not
allow for this project to enter full swing. Students must have at minimum access to a laptop and
map creating software. The large format printer would be an ideal addition to the project and
would facilitate teaching and demonstration in many other ways as well. With laptops, other
teachers at Val Vista Academy have endless possibilities and can even apply ArcGIS software to
address their content area using geospatial data and/or perspective. With implementation of this
project, students will be able utilize this technology in variety of applications that build toward
understanding, analyzing, and solving real-world problems of today. With the appropriate tools,
this project can take off and allow students to engineer solutions for our future.

MAKE A PLAN: SAVE A LIFE

Introduction: Make a Plan, Save a Life

It is my intent to integrate technology into my 6th grade classroom. Throughout the
semester students will receive their content instruction in combination with instruction on
operation of ArcGIS software. To demonstrate understanding and application of these learned
skills students will complete the Make a Plan: Save a Life project. Students will use laptops,
ArcGIS software, and a large format printer to locate information and appropriate layers, create
maps, and solve real world problems. With individual and collaborative work students will
utilize the information gathered to innovate a plan for disaster response and relief of a selected
geographic area of concern.
Our school is dedicated to ensuring that students learn how to utilize technology and
effectively apply it in real world situations. To accomplish this goal, it is imperative that students
have computers readily available to them in all of their classrooms. Laptops are easily
transferrable from room to room so this hardware can be employed in many areas in our school
other than just one classroom. In terms of educational usage and real world application the
ArcGIS software can be utilized to give a geospatial perspective in a variety of content areas and
applications. Access to a large format printer will allow students to produce maps that will not
only be developed for their own collaborations and project explanations but can be utilized for
teaching purposes as well.
During the Make a Plan: Save a Life project, students will learn about various natural
disasters as implemented by the 6th grade state standard. In addition to the in-class instruction on
the content, the students will receive demonstration paired with hands-on instruction on how to
utilize the ArcGIS software. For the project, students will work with a partner to select an area of
observation, determine appropriate map layers, create a map, construct a plan of response and

MAKE A PLAN: SAVE A LIFE

relief to the natural disaster/s that affect the chosen area, and deliver a PowerPoint presentation
to describe their findings and plan. Students will also divvy up individual assignments which will
cover: describing the geographic area selected, identifying and explaining the natural disaster/s
that affect this area, examining the geography and previous disaster occurrences, and searching
out current response and relief systems in place and their effectiveness. Throughout individual
work students will collaborate with their partners and teacher on their approach to these
assignments.
This project will impact student understanding of our natural world and the communities
within it. On an even bigger scope, this project encourages innovation and allows students to
demonstrate their ideas and propose improvements toward situations that have real world
application. While this project may start in one classroom it has the ability to be utilized in
various content areas and for many different applications bringing others to utilize geospatial
information systems to describe, explain, predict, and develop. If this particular project branches
into the other content areas of this small school, it is estimated that by 2020 over two hundred
students will be affected in this school alone.
Coming from a background of very little technology use during my time as a student in
the public schools I understand how important it is to have these 21st century skills. Many of my
own knowledge on the subject has been learned throughout my college years or self-taught.
Having the opportunity to have technology integrated into the curriculum is imperative in todays
society and I believe it is important that it is being applied in all schools. The sky is the limit with
technology and all students should receive effective instruction while utilizing and learning new
technologies that have real world applications outside of the classroom.

MAKE A PLAN: SAVE A LIFE

The reason I became a teacher is to make a difference in this world. It is my belief that
big changes come from inspired youth. With a passion to learn, drive to succeed, and the
knowledge of how to accomplish these things our students can make a huge impact on this
world. As a student of schools prior to the explosion of technology at our fingertips I never had
the opportunity in school to benefit from the many applications and devices that are available to
todays youth. I also wasnt reluctant enough to have a teacher inspire a thirst for knowledge nor
a drive to succeed. From these deficiencies grew a passion to give my students the opportunities
and support that I didnt receive. All students deserve to have a cheerleader telling them they can
do it, a mentor helping them to get there, a teacher inspiring them to learn, and the tools that will
lead them to success.
Project Based Narrative
Title:
Project Need:

Make a Plan, Save a Life

To encourage exploration and innovation in a geospatial perspective while
promoting impact-based goals toward real-world problems.

Project
Impact:

This project will impact student understanding of our natural world and the
communities within it. This project encourages innovation and allows
students to demonstrate their ideas and propose improvements that have
real-world applications. This project has the ability to be utilized in various
content areas and for many applications, bringing other teachers and
students to discover the geospatial view of a wide spectrum of information.
Teachers and students will be able to utilize this project to describe, explain,
predict, and develop in terms of a variety of real-world implications. In this
specific application, students actively working to make effective response
and relief plans for real-world communities opens up possibilities for
growth and improvement on current practices.

Learning Goals:
21st Century
Objectives
Skills
Taught Directly
or Through
Learned
Discovery

Identified Learning Target

Evidence of Success in
Achieving Identified
Learning Target

MAKE A PLAN: SAVE A LIFE

Critical
Thinking

Critical
Thinking

S3C1.PO1
Evaluate the
effects of the
following natural
hazards:
sandstorm,
hurricane,
tornado,
ultraviolet light,
lightning-caused
fire.

S3C1.PO2
Describe how
people plan for,
and respond to,
the following
natural disasters:
drought,
flooding,
tornadoes.

Students will know

vocabulary including:
sandstorm, hurricane,
tornado, ultraviolet light,
lightning, wildfire,
eyewall, high pressure,
low pressure, Doppler
Radar, storm surge, storm,
and vortex.
Students will identify and
explain the effects of the
following natural
disasters: sandstorm,
hurricane, tornado,
ultraviolet light, and
lightning-caused fire.
Students will
appropriately apply this
content in their approach
and final product of the
project.
Students will know
vocabulary including:
drought, flooding,
tornado, vortex, Fujita
Scale, and Tornado Alley.
Students will know
current practices of
preparation and response
to the following natural
disasters/hazards:
sandstorm, hurricane,
tornado, ultraviolet light,
lightning-caused fire,
drought, and flooding.
Students will be able to
identify appropriate
response to the above
listed natural

Students will complete the

Vocabulary Terms WS
Students will demonstrate
understanding in a group
activity of matching by
successfully correlating
and explaining the
damages in an image in
conjunction with the
natural disaster/hazard that
caused them.
Groups will receive a score
of 3 or higher in the
content section of the
Presentation Rubric,
demonstrating an average
understanding of the
content and effective
application.

Students will complete the

Vocabulary Terms WS
Students will complete the
Natural Disaster Video
WS, demonstrating
comprehension of current
practices of response to
natural disasters/hazards.
Students will complete the
Making a Plan WS,
demonstrating
understanding in the
appropriate response to
each natural
disaster/hazard.

MAKE A PLAN: SAVE A LIFE

Critical
Thinking,
Communication
, Collaboration,
and Creativity

S3C2.PO1
Propose viable
methods of
responding to an
identified need
or problem.

Critical
Thinking,
Communication
, and
Collaboration

S3C2.PO2
Compare
possible
solutions to best
address an
identified need
or problem.

disasters/hazards.
In groups of 3-4, students
will propose the creation
of or improvement to an
existing plan/practice of
prevention, response,
and/or relief to a
community in terms of the
effects of a natural
disaster/hazard.

In groups of 3-4, students

will compare and contrast
previous and current
practices of prevention,
response, and relief to
areas affected by a natural
disaster/hazard(s).

Students will keep track of

their proposals in their
Project Checklist,
collaborate on their
proposals in-person and
online through Group
Discussions, and
accumulate onto and refine
their proposal with My
Plan Check-In, all of
which will be reviewed
throughout the project.
Students will compare and
contrast on previous and
current practices of
prevention, response, and
relief to areas affected by a
natural disaster/hazard(s)
through Group
Discussions.

Students will identify and

elaborate on areas of
quality and of possible
improvement in queried
plans.

Critical
Thinking,
Communication
, Collaboration,
and Creativity.

21st Century
Skills
Critical
Thinking,
Collaboration,

Students will identify and

elaborate on areas of
quality and of possible
improvement on their My
Plan Check-In.
S3C2.PO3
In groups of 3-4, students Students will use Group
Design and
will create a practical plan Discussions to collaborate
construct a
of prevention, response,
on ideas with group
solution to an
and/or relief to the
members.
identified need
selected area of
or problem using observation.
Students will communicate
simple classroom
their findings to classmates
materials.
following the My Plan
Rubric and the
Presentation Rubric.
ISTE-S Applied
S1C1.PO1
Analyze
information to

Teaching Strategies to
Guide Application
Teacher will model the
use of ArcGIS software
and internet search in

Evidence of Success
In groups of 3-4, students
will identify an area that is
affected by a natural

MAKE A PLAN: SAVE A LIFE

Communication
, and Creativity

generate new
ideas and
products.

10

identification of areas
affected by natural
disasters/hazards.
Students will receive a
Project Checklist to help
guide them through the
expectations of the
project.
Teacher will provide a
Resource Guide of
websites to use and
indicators of credible
websites if students
choose to utilize internet
search.

Critical
Thinking,
Collaboration,
Communication
, and Creativity

Teacher will provide

examples and a student
handout on How to
Craft the Perfect
Question to guide them
in this process.
S1C3. PO1
Students will use
Identify patterns researched information
and trends to
and imagery to make
draw conclusions connections between the
and forecast
location/area and the
possibilities.
natural disaster, and
between the
community/structures and
the impact of damage.

disaster/hazard using
resource websites and
internet search to be
identified on the groups
Project Checklist.
Students will have
collected information using
the resource websites
and/or appropriate
websites found through
internet search.
Student crafted questions
allow for student
investigation, discovery,
and innovation and are
appropriate toward the
overall project goals. To be
identified on both the My
Plan Check-In and the
My Map Check-In.

Students demonstrate
effective use and
application of ArcGIS
software in making
connections between the
area and the natural
disaster. (My Map CheckIn is used to check on
student understanding
throughout the project, My
Students will use ArcGIS Map Rubric (See
software to create a map
Appendix B) is used to
that identifies patterns and evaluate application in the
trends in relation to the
end product.)
area of observation and
the natural
Groups will create a map
disaster/hazard(s) that
that receives a score of 3 or
affect the area.
higher on the My Map
Rubric for identify
patterns and trends.

MAKE A PLAN: SAVE A LIFE

Critical
Thinking

Critical
Thinking,
Communication
, Collaboration,
and Creativity

S3C .PO5
Follow copyright
laws when using
text, images,
videos and/or
other sources
and obtain
permission to
use the work of
others and cite
resources
appropriately.
S4C2.PO1
Plan and manage
research using
credible digital
resources to
develop
solutions to
answer a
question.

11

Teacher will model and

provide student resources
to guide proper APA
citation. Resources
include: APA Citation
Guide Handout and
Purdue Online Writing
Lab.

Students will properly cite

all resources using APA
format.

Teacher will model the

Students will successfully
difference between a
cite credible sources.
credible source and a nonexample.
Students utilize ArcGIS
software to seek out and
Teacher will model the
apply layers to the group
creation and use of an
map conveying geospatial
ArcGIS account. Student
perspective on the overall
understanding will be
message of the group
frequently checked.
project. (i.e. a project on
Additional abilities and
hurricanes in the New
uses will be modeled and Orleans area could include
refreshed weekly.
information, layers, such as
areas at risk of flood
Teacher will model
damage). Groups receive
ThingLink during a class
a score of 3 or higher on
lecture and will
the My Map Rubric (See
demonstrate on how
Appendix B) for
students can create their
appropriate use of
own. Students will create information.
a ThingLink of their own
design for practice and
Students contributed link
will contribute their
to the groups ThingLink
knowledge to the
image, appropriately
ThingLink for the group
addresses the project
project.
message/goals. (i.e. a
project on tornados in
Teacher will briefly
Oklahoma might have an
demonstrate use of
image of Oklahoma that
PowerPoint software and has a link that brings the
provide the Resource
viewer to an image of the

MAKE A PLAN: SAVE A LIFE

12

Guide for additional

support.

damage caused in that

specific area.) Groups
receive an average score of
3 or higher on the
ThingLink Rubric.
Students will create a
PowerPoint presentation
that is well organized, free
of grammatical/spelling
errors, and addresses all
points on the project
checklist. Groups receive
score of 3 or higher in the
organization and grammar
section of the Presentation
Rubric.

Driving Question:
How can a geospatial perspective influence our understanding of the impact of natural
disasters on the communities they affect and the methods of prevention, response, and relief to
these areas of concern?
Assessment Plan:
Classroom
Assessments and
Knowledge Checks:

Rubrics used for

Evaluations:

Individual
Group
Vocabulary Terms WS
Project Checklist
Natural Disaster Video WS
Correlate the Damage Activity
Making a Plan WS
Project Targeted ThingLink
Create your own ThingLink
My Map Check-In (for
WS
feedback)
Create your own Map WS
My Plan Check-In (for
Group Discussions (participate
feedback)
in)
Project Reflections
Group Member Feedback
Self-Evaluation
Collaboration: Collaboration Rubric
Content Knowledge: Presentation Rubric
Critical Thinking and Problem Solving: My Map Rubric (See
Appendix B) and My Plan Rubric

MAKE A PLAN: SAVE A LIFE

Reflections:

13

Oral Communication: Presentation Rubric

Discussion: Weekly Group Discussions
Learning Log: Project Reflections
Self-Reflection: Self-Evaluation
Peer-Reflection: Group Member Feedback

The Product:
Following the natural disaster unit and various activities to supplement and guide, students will
create a presentation and map to be communicated to the class. Students will imbed content
knowledge, technology, creativity, critical thought, and collaboration into the creation of their
presentation of a disaster response and relief plan for a real-world area of concern. Maps will
depict the area of observation and include various features and information that support student
plans and information.
Product: Disaster Response and Relief Presentation
Knowledge and Skills Needed
Already
Learned
1. Natural Disasters Content
2. How to use a Laptop
X
3. Create a ThingLink
4. Create a PowerPoint
X
5. APA Citations
X
6. Working in Groups
X
7. ArcGIS Software
8. Creating Maps
9. Creating a Plan of Response
10. Presenting to the Class
X

Taught Before
the Project
X

Taught During
the Project
X
X

X
X
X
X
X

X
X
X
X

Resources:
Technology Support:
The teacher will help students navigate websites and provide training on use of the software.
Students will also have access to tutorials on how to navigate and use the sites.
Technology:
Hardware to be used includes laptops and a large format printer. Software to be utilized includes
ArcGIS and PowerPoint. Other technology resources will include online resources such as
internet search, ThingLink, Wikispaces, and approved websites (including those listed on the
Resource List).
Resource Handouts:
How to Craft the Perfect Question

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14

APA Citation Guide

Resource Guide
Materials:
Laptops with internet access, overhead projector that connects to teachers desktop/laptop, large
format printer, Natural Disasters Video, individual and group assessment and/or knowledge check
handouts, project rubrics, resource handouts, and pencil/pen.
Differentiations:
To assist students who require differentiated learning the groups will be selected to promote peer
support. Other accommodations will include: individualized worksheets/directions,
verbal/written/image heavy instruction, video demonstrations with voice and caption, and extra
time allotted as needed.
Managing the Project:
This project will be worked on throughout the semester and completed near the end.
After having received instruction on natural disasters and their impact on communities, students
will watch the Natural Disasters Video. Following the video, students will be recruited to design
a plan of prevention, response, and/or relief for communities affected by a natural
disaster/hazard. Students will be advised that in order to make an effective plan there is a list of
factors that must be observed. At this time, students will be provided with the Project Checklist.
Following the introductory discussion, students will be introduced to various examples of
areas that experience the effects of a natural disaster/hazard. The teacher will then assign
students to groups consisting of 3 members (groups of 4 where necessary). To help guide and set
the expectations for group work, students will be provided with the Collaboration Rubric at this
time and will create a group discussion on the class Wikispaces site to enable group discussions
outside of class. Groups will meet and discuss the provided options and will also have the option
to research an area of their choosing (teacher approval will be needed). Each group must select a
different area of observation.
The first group activity will be an investigation on the area selected. Groups will observe
the geographic area, the community, the natural disaster that affects the area, and the impact of

MAKE A PLAN: SAVE A LIFE

15

the disaster on the community and/or environment. Groups will compile their information in
their My Plan Check-In and My Map Check-In, which will allow for accumulative research
record keeping and discovery. Groups will use consider their research and work together to craft
a question that will guide them in their investigations in this project, students will be provided
with a How to Craft the Perfect Question worksheet to provide assistance in creating an
effective question. Students will also receive guidance and resources on APA citations, so that
students may organize sources as they build their project.
After having become more familiar with the area and disaster under observation, the next
activity will involve individual creation. Students, individually will create a ThingLink account
and create an interactive image of their choosing that includes a minimum of three different types
of links (i.e. image, document, video, website). After completing individual practice on how to
utilize this site, students will receive their Project Targeted ThingLink handout along with
verbal instruction on the expectations of the Project Targeted ThingLink. Students will have
the opportunity to add to their group ThingLink throughout the project.
The next group activity in this project will require creating an ArcGIS account and
training on how to use the software. To best help students with this understanding the teacher
will model step-by-step on the overhead while students follow along on their laptops. On a
weekly basis the teacher will check in with students on understanding of the software and will
model starting with basic features, gradually addressing more advanced abilities. In addition to
teacher modeling and walk-through demonstrations, students will be provided with resources to
help them utilize this technology (i.e. step-by-step guide, online tutorials). To provide practice,
students will utilize the Create your own Map WS to design and create their own map.

MAKE A PLAN: SAVE A LIFE

16

After having given student sufficient instruction and resources to be successful, the
groups will come together and work on creating their My Map targeted toward their area of
observation. Students will receive the My Map Rubric (See Appendix B) and will collaborate
with group members on how they want their area to be mapped and displayed.
With sufficient understanding of the software and the area of observation, it is time for
students to start thinking about how they are going to create a plan for prevention, response,
and/or relief for their designated area. To obtain a better understanding, students will work
individually on the Making a Plan WS, which helps students to create their own plan of
prevention, response, and/or relief to assist a community that is regularly hit by hurricanes.
After obtaining better individual understanding, students be given the My Plan Rubric
and will come together in their groups where they will individually search and contribute
information on past and present practices of response and relief for their area and/or areas subject
to similar circumstances. During this group activity, students will utilize their My Plan CheckIn to help organize information and ideas.
Now that students have an understanding of the natural disaster, the area that it affects,
and practices of prevention, response, and relief students will link these understandings by
geospatial perspective using ArcGIS. Students will add layers to the map created in previous
activity. The layers added are aimed at helping an audience visualize the connections between the
different areas of observation (i.e. how the geographic area relates the occurrence of the natural
disaster, how the community/structures relate to damage inflicted, etc..). To help students in their
map creation they will reference the My Map Rubric (See Appendix B) and will continue to add
to their My Map Check-In.

MAKE A PLAN: SAVE A LIFE

17

Reaching the final phases of the project, groups will come together and review research
and maps to finalize their plan of prevention, response, and/or relief for their designated area.
Groups will work together to organize their research, group projects, map, and plan into a
PowerPoint presentation to be communicated to the class. To help students create an exemplary
presentation, students will be provided with the Presentation Rubric. After previewed and
approved by the teacher, the group My Map will be printed on the large format printer.
Groups will present to classmates on their geographic area, the natural disaster that
affects it, and the impact on the community. Groups will use their maps to provide a geospatial
perspective on how these factors correlate with one another and explain how this perspective
aided them in the creation of their plan for prevention, response, and/or relief. Finally, the group
will share with the class their My Plan and elaborate on how their plan will improve current
procedures in the area. To close out the project, students will reflect on their contributions and
the contributions of their peers. They will submit the Self-Evaluation and Group Member
Feedback forms following completion of their presentation.
Sustainment:
To enable evaluation of the project from the lesson planning stand point, students will
complete a Project Reflection. This reflection will offer a method of feedback from the student
perspective to help in understanding of what areas may need further clarification or practice.
Student reflections will be used to help refine the structure of the project to support student
interest and success. In future projects, similar structures will be used but improvements will be
made as necessary.
The success and impact of this project may trigger the interest of other teachers and
content areas. To assist in spreading the underlying goals of this project into other content areas,

MAKE A PLAN: SAVE A LIFE

18

this project can be utilized as a template to be modified to fit a variety of needs. In the interest of
inspiring geospatial perspectives, resources can also be made available to help other instructors
utilize this technology and project basis within their area of expertise.
Innovations:
This project will allow students several opportunities to innovate new ideas both small
and large scale. Innovations students will partake in, include ideas and creations that are geared
toward real-world application and create possibilities of improved practices in current
applications. Students will be able to utilize this project to describe, explain, predict, and develop
in terms of an innovating or improving current practices of prevention, response, and/or relief to
a natural disaster/hazard allowing students to become the scientists and engineers of a better
future.

Summary of Budgeted Materials

Name and Description
Lenovo - Flex 3 2-in-1 11.6" TouchScreen Laptop - Intel Celeron 2GB Memory - 32GB eMMC Flash
Storage - Black

BestBuy.com
ArcGIS Software (ConnectEd)
esri.com
LUXOR LLTP24-B Laptop/Tablet

Cost

Quantity

Taxes
(8.05%)

Shipping
Cost

Total
Cost

$249.99

26

$523.23

Free

$7022.97

Free

N/A

$0.00

$0.00

$0.00

$689.99

$55.54

Free

$745.53

MAKE A PLAN: SAVE A LIFE

19

Charging Cart

Amazon.com
HP DesignJet T520 Wireless Color 24
Inkjet ePrinter, CQ890A

Officedepot.com
HP Universal Inkjet Large-Format Coated
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MAKE A PLAN: SAVE A LIFE

20

Inkjet

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Total Budget ($)

$10,000.00

Total Cost ($) of Materials

$9961.90
Explanation of Budget

The expenditures for this project include: $7022.97 for the cost of 26 laptops (Lenovo Flex 3 2-in-1 11.6" Touch-Screen Laptops), $745.53 for the charge/storage cart (LUXOR
LLTP24-B Laptop/Tablet Charging Cart), $1776.22 for the large-format printer (HP DesignJet
T520 Wireless Color 24 Inkjet ePrinter), $129.61 for five rolls of large-format paper (HP
Universal Inkjet Large-Format Coated Paper Roll, 24 x 150), and $287.57 all together for the
supply of recommended ink cartridges for printing (HP 711 3-pack 29-ml Cyan, Magenta,
Yellow Ink and HP 711 80-ml Black Ink Cartridge Black). There is no cost for the ArcGIS
program, these online mapping tools and activities are free to schools. All other materials
necessary are already being provided by our current facilities, such as: internet/WiFi connections,
IT/product support, worksheets, teacher laptop, projection equipment, project support, and other
materials.
The important resources funded by the grant, will be utilized in the following manner.
Laptops will be checked out within the classroom, and students will use both individually and in
collaboration. Students will be put in the drivers seat of this project and will utilize laptops for
online research, collaboration with specialists, mapping an area prone to natural hazards,
discovering connections, creating a plan for prevention, response, and/or relief for their mapped
area, and communicating their findings in class presentation. Outside of the project, the laptops
will have many other applications in the classroom as well; allowing students to type papers,

MAKE A PLAN: SAVE A LIFE

21

providing a portal for research, and enabling technology based learning in the classroom. To
keep the laptops ready-to-go and safe, another material that is requested is the laptop charging
station and storage cart. This cart will allow for laptops to be charged and ready-to-go for activity
use and will keep them safely locked away when they are not needed.
Also requested is the large format printer. This machine will enable students to produce
their ideas into a tangible map and to introduce their connections in understanding and propose
solutions to real-world problems. This technology will allow the students to be the map-makers
and the innovators, producing tangible materials to support their new ideas. Students will use this
printer to print their maps for presentation at the end of the project. Outside of the project this
printer will offer many other applications for production and presentation of information and
ideas. For example, this technology can be used by students and teachers to create educational
diagrams and models to post in the classroom; or can be used by students in conjunction with a
variety of other classroom projects. To keep this machine running effectively, the necessary
accessories are also being requested: large format paper, and the recommended ink cartridges.
The materials that will be funded by the requested grant include: laptops and a
charging/storage cart, and a large format printer along with the coordinating large-format paper,
and the ink cartridges. This project has an emphasis on utilizing technology to explore our
worlds natural processes, to discover and analyze the impact on the communities they effect,
and to evaluate and innovate ideas to respond to these real-world problems. By putting the
students in the drivers seat and making them the solution to the problems of this world, they can
better understand the importance and applications of their learnings. Through use of this
technology students will become the explorers of real-world problems and the innovators to their
solutions.

MAKE A PLAN: SAVE A LIFE

22

Appendix A
Inquiry Lesson Plan Template
Teachers:
Danielle Accetta

Subject:
Science

Grade:
6th

Standard:
S3C1.PO1 (Science): Evaluate the effects of the following natural hazards: sandstorm, hurricane,
tornado, ultraviolet light, lightning-caused fire.
S1C1.PO1 (Tech): Analyze information to generate new ideas and products.
S1C3. PO1 (Tech): Identify patterns and trends to draw conclusions and forecast possibilities.
Objective (Explicit):

SWD the use of background knowledge and group research to create a map (utilizing ArcGIS software)
that illustrates and describes connections between the natural disaster and both the geographic area and
the community under observation.
Evidence of Mastery (Measurable):

Students will complete the My Map Guide as they work through this project. This guide will help the
instructor to see the group progress and check for understanding.
Exemplar maps will include:
Geographic map of the area of their project focus
A minimum of 3 layers (data applied to a map)
Two links that provide additional insights (documents, photos, etc)

MAKE A PLAN: SAVE A LIFE

23

Analysis of the mapped area (trends, correlations, etc)

Explaination of connections (ex: The topography of the area relates to the natural disaster because)

Students will be assessed with and receive a copy of the My Map Rubric (See Appendix B). This rubric will
outline the expectations for the assignment and allow students to verify all items have been addressed.
Final products (finished maps) will score an average of 3 or higher to demonstrate mastery.
Sub-objectives, SWBAT (knowledge, skill, purpose):
SWBT recall and identify the natural disaster by the characteristics and damages it causes.
SWBT discuss natural disasters (hurricane, tornado, flooding, ultraviolet light, lightning-caused fire,
sandstorms, and drought) and their effects on the community/environment with their class and group
members.
SWBT relate this information in the creation of their maps.
SWBT examine data and select the best fit for project goals and creating connections.
SWBT develop a map that provides a geospatial perspective into what, where, why, and how natural
disasters occur; and how these events impact society.
Key vocabulary:
Materials:
tornado
Laptops/computers (teacher laptop linked to
Tornado Alley
ultraviolet light
overhead for demonstration purposes)
Internet connection
Fujita Scale
lightning-caused fire
ArcGIS software
Doppler Radar
wildfire
My Map Guide
hurricane
lightning
My Map Rubric (See Appendix B)
storm surge
sandstorm
Pencils
typhoon
dust storm
Example map
cyclone
evacuate
Classroom textbook
flooding
Large format printer
drought
Engage

Teacher Will:

Students Will:

Demo a slide show of natural hazard caused damages.

With each slide the teacher will ask students to identify
which natural hazard caused the damages and explain
the natural disaster that caused them.

Engage in classroom discussion and actively apply

background knowledge in this review/precursor
assignment.

What natural disaster caused this damage?

How do you know?

Students will raise their hand if they have been or

know someone who has been affected by a natural
hazard. If they would like to share with the class,
they will be welcomed but not required.

Which natural hazard would cause all of this sand and

sediment to end up covering this destroyed building?

Students will laugh at the teachers funny slide.

What couldve caused a pile-up on this freeway?

Students will have out any materials needed to

assist in their understanding.

MAKE A PLAN: SAVE A LIFE

What natural hazard causes this types of burns?

How did this land get this black, scorched
appearance?
Has anyone in this classroom experienced and natural
hazard?
To engage student relevance all slides will be from
recent events and/or visually intriguing damages.
On a humor seeking note: one of the slides will relate
to a teacher-caused hazard (homework) *emphasis will
be placed on this being an unreal example.
Now that you can have a better understanding of the
effects of the various natural hazards and on how to
create a map using ArcGIS, we will use this knowledge
to create a map. This map will be use to illustrate and
evaulate the effects of natural hazards on the affected
community and will also be used to analyze the
geographic area for factors of occurrence (i.e.
topography, climate, location, etc..)
Create a map that focuses on your area of observation
and then
Ask yourself questions such as:
Why does this natural disaster occur here?
Is the natural disaster impacted by the topography,
climate, location, or any other factors?
What areas are/are not prone to damages?
What type of damages occur?
What is the effect of this natural disaster on the
community?
How can you connect this information?
Follwing these driving questions teacher would ask the
students to
Explore

24

Students will have their laptops and note-taking

materials out and ready.
Students will write down driving questions for
examples:
Why does this natural disaster occur here?
Is the natural disaster impacted by the
topography, climate, location, or any other
factors?
What areas are/are not prone to damages?
What type of damages occur?
What is the effect of this natural disaster on the
community?
How can you connect this information?
Students will work to answer these questions and
create their own.
Students will get into groups quickly and quietly.

MAKE A PLAN: SAVE A LIFE

25

Teacher Will:

Students Will:

Teacher will ask students to open ArcGIS and follow

along.

Students will have their laptops out, open up

ArcGIS, and follow along quietly.

Teacher will demonstrate on a laptop connected to the

overhead projection while students follow along.

Students will follow along with teacher

demonstration and ask questions during breaks in
instruction.

Teacher will open ArcGIS and model a quick review of

what is expected of students in answering the driving
questions of the project.
While modeling behavior, teacher states,
For example, if the area of my project is within
Oklahoma and the natural disaster I am exploring is
tornadoes, I would zoom the map in on Oklahoma
(zooms in on the map).
From here it is best to begin adding the layers (opens
search for layers). For my map I think its important to
identify where tornadoes occur (searches for tornado
data). Once I find my layer I will apply it to my map
(applies the layer to the map).
You will want to be sure to include a minimum of
three layers on your maps.
Also needed are two embedded links and you want
your link to connect with your driving questions. For
example, What type of damages occur could be
ansered by embedding a link (models embedding a link
by adding a link to a photograph of tornado damage).
Once you have added your layers and links, you will
be ready to start making connections between the data
you added. Explain what layers and links relate to one
another and how.
You are not expected to finish your maps today, you
will begin today and save your maps when I announce
clean-up. You will have today and 4 other sessions to
prepare your maps within your groups.
In your groups you should each utilize your own
laptops to actively explore layers and information that
will help you to in the creation of your maps; and then
put your ideas together.

After released into groups, students will quickly

get with their groups, bringing their laptops.
Students will collaborate with group members and
work together to create a group map. All group
members will contribute at least one layer and/or
link to their group map.
Students will utilize the My Map Guide and My
Map Rubric (See Appendix B) for support and
guidance in the creation of their maps.
As students work through their map creation, they
will fill-out the My Map Guide to aid in the
creation process and to allow the teacher to check
student understanding.
Students will maintain a reasonable discussion
volume and stay seated with their groups.
Students will utilize the driving questions
stated/noted ealier. They may also create their own
questions to fuel their explorations.
Students will raise their hands to ask questions as
help is needed.

MAKE A PLAN: SAVE A LIFE

26

I will pass out to you a guide (My Map Guide) and the
My Map Rubric (See Appendix B) to help you in
understanding my expectations for your maps. As you
create your maps, follow along and fill-in your My
Map Guide. I will periodically check your My Map
Guides and will collect them when I score your rubrics.
For a passing grade, you must receive a 2 or higher in
each category of your rubric.
(leaves map up for reference)
Please get into your groups and begin working on
your maps, I want each group member to provide their
input on one of the layers and/or links so that everyone
contributes at least one item to the final product.
Teacher will then have students get into their groups to
begin working on the activity. As the students are
getting comfortable in their groups, the teacher will
pass out the My Map Guide and My Map Rubric to
each student (See Appendix B).
Teacher will then walk the classroom to answer
questions and provide support.
During group exploration, the teacher will remind
students of the driving questions stated/noted earlier
and/or ask students which driving questions they are
addressing.
Teacher will help guide students by repeating,
rephrasing, or elaborating on the driving questions as
needed.
Co-Teaching Strategy
To maximize understanding a co-teacher will walk the room assisting with techonolgy as the teacher
provides instruction.
Co-teacher will assist in providing understanding by repeating, rephrasing, or elaborating on the
driving questions as needed.
Differentiation Strategy
Teacher will provide verbal, visual, and hands-on instruction.
Students will be given an assignment guide (My Map Guide) and a rubric to reinforce assignment
expectations.
Students who require assistance with computers, will buddy with a student who is following along
with the teacher.
Teacher will provide links to videos that aid in understanding of ArcGIS operations, so that students
may get additional help, work ahead, or learn advanced operations.

MAKE A PLAN: SAVE A LIFE

27

Teacher will provide accommodations, modifications, and additional supplementary materials as

needed or as required by student IEP.
Explain

Teacher Will:

Students Will:

Teacher will explain that the map students are creating

will be used as part of the Make a Plan, Save a Life
project (students will already have an understanding
that this project entails a class presentation).

Students will actively listen.

Teacher will remind students that the presentation for

the Make a Plan, Save a Life project requires a
geospatial persepective. (teacher will also display on
the overhead)
Looking back at your presentation rubric, please
remember and take note that the Presentation Rubric
includes a category on the presentation of your map.
With this in mind, you want to ensure your map is not
only understandable for you but to your audience as
well.

Students will know what the Make a Plan, Save a

Life project is and will already have been
provided the Presentation Rubric for this project.
Students will refer to their Presentation Rubric or
look on the overhead display to review the
criterion in the portion that discusses the map on
the rubric.
Students will have utilized the My Map Guide to
help in discovery of connections between student
work and content/terms.
Students will have completed at least part of the
section that decribes and identifies the natural
disaster that affects the chosen area of observation,
in the My Map Guide.

You will also want to be able to communicate (or

explain) what your layers represent and how they
Students will have identified, discussed, and found
correlate with (connect to, effect) the area of your focus
support for at least one driving question, in the My
and the natural disaster that occurs there.
Map Guide.
The teacher will have provided the My Map Guide to
Students will relate their content knowledge,
aid discovery of connections between student work and
terms, and findings within the creation of the
content/terms.
group map. (over 4 group sessions)
The teacher will guide a class discussion on a few
Students will carefully choose layering that best
items on the My Map Guide to spread ideas and
conveys connections and information to an
connections.
audience. (over 4 group sessions)
To demonstrate connections between student creation
Students will work to develop a map that provides
and content/terms, the teacher will select student work
an audience with a geospatial perspective on what,
to utilize as examples.
where, why, and how a natural disaster
For example: This groups map has layers that show
occurs/effects the groups area of observation and
that their area is within Tornado Alley. This map also
that community. (over 4 group sessions)
depicts tornado occurrence on the map colored to
Students will engage in classroom discussion, by
indicate their rating on the Fujita Scale.
offering insights and asking questions.
Students will have their maps pulled up on the

MAKE A PLAN: SAVE A LIFE

28

laptops for discussion purposes.

Co-Teaching Strategy
Co-teacher will work with individual groups in making these connections, by asking the students
thought driving questions.
Differentiation Strategy
Teacher will display on the overhead the Presentation Rubric for the Make a Plan, Save a Life
project.
Teacher will elaborate on language used. (i.e. correlate: connect)
Teacher will utilize classroom discussion to spread ideas and insights.
Students who finish early will have their work verified and will be referred to videos that provide
learning on advanced operations available in ArcGIS.
Teacher will provide accommodations, modifications, and additional supplementary materials as
needed or as required by student IEP.
Elaborate
Teacher Will:

Students Will:

Teacher will explain and demonstrate:

Students will actively listen to instructor and raise

hands to provide additional insights or ask
questions.

These maps you are creating arent just to learn how

to create a map. These maps you are creating could be
utilized to identify a problem or emphasize a need for
change.
(display map that demonstrates a problem,
deforestation)

Students will engage in answering:

What if we didnt have this technology?
Would our abilities to solve problems be
affected?

You see maps like these every day on the news, giving
If so, how?
the public a geospatial view on what weather is headed
their way and what to prepare for. (display a weather
Students will answer the above questions utilizing
map)
terminology and/or real-world application
references.
These particular maps you are creating have similar
goal. Your maps will help you in analysis of your area
Students will use their learnings from this activity
and the natural disaster that effects them. (provide a
in their creation of the Make a Plan, Save a Life
illustration of connections in an area that was not an
project, in which students will be commissioned to
option for the student projects)
create a plan of response in prevention and/or
relief of the are they mapped in throughout this
With this geospatial perspective you can see the
activity.
affected areas which will help you to, later, formulate a
response for disaster prevention and relief in the final
activity for this project.
(pull up mapquest to display on overhead)

MAKE A PLAN: SAVE A LIFE

29

Understand, that this mapping is not just for weather

and natural disasters. Geospatial technologies impact
our lives in many other ways. How do you think your
mapquest works? Finding restaruants, hotels, the video
game store, etc? If you wanted to find gold dont you
think a map with rock types might be helpful? The
applications are all around you.
What if we didnt have this technology? Would our
abilities to solve problems be affected? If so, how?
Co-Teaching Strategy
Co-teacher will work with individual groups to reinforce this understanding, by helping them to
relate to personal applications.
Differentiation Strategy
Teacher will accompany explaination with illustrations to reinforce understanding.
Teacher will relate to everyday application of the technology and demonstrate with images.
Teacher will engage class discussion to futher insights into this matter and check on understanding.
Evaluate
Teacher Will:

Students Will:

Frequently, engage students in classroom discussions

to check understanding.

Students will engage in classroom discussion and

demonstrate understanding in response to questions
posed.

Visit with groups during group work to check-in on

understanding.
Provide students with the My Map Guide, to view
student progress and understanding throughout the
activity.
Provide students with the My Map Rubric (See
Appendix B) for reference of assignment
expectations.

Students will demonstrate understanding in

providing reasonable responses in the My Map
Guide and having applied reasonably effective layers
onto their group maps.
Students will have completed the My Map Guide,
with a minimum of 75% reasonable responses.
Students will score an average of 3 or higher on the
My Map Rubric (See Appendix B).
Students will effectively communicate their findings
of this activity when presenting their plan for
response, prevention, and/or relief in the Make a
Plan, Save a Life project.

Appendix B

MAKE A PLAN: SAVE A LIFE

Student Name:

30

My Map Rubric
_______________________________________
2 - Approaching Proficien
t
Unclear connections
between the area and the
natural disaster
demonstrated by the
layers. Some layers are
utilized appropriately.
Layers are utilized and
recognized.

1 - Unsatisfactory/
Not Included
Connections are not
provided. Layers have
not been applied
appropriately.

CATEGORY 4 - Highly Proficient

Layer
Layers demonstrate clear
connections between the
Selection
area selected and the
natural disaster under
observation. All layers
are utilized appropriately
and effectively. Layers
are clear and easily
recognized.

3 - Proficient
Layers demonstrate
some connections
between the area and
the natural disaster
under observation.
Most layers are utilized
appropriately. Layers
are clear and easily
recognized.

Response
and Relief
Integration

My Map effectively
provides a geospatial
perspective on real-world
problems. My Map
demonstrates a clear and
effective plan for
response and relief for
the area.
Map clearly identifies the
observed area. The color
scheme is professional
and visually pleasing.
Layers and map notes are
depicted appropriately
and add to the visual
story of the map.

My Map provides a
geospatial perspective
on real-world
problems. My Map
demonstrates a clear
plan for response and
relief for the area.

My Map provides a
geospatial perspective.
My Map demonstrates a
plan for response and
relief for the area.

My Map provides an
unclear geospatial
perspective. Plan for
response and relief for
the area is unclear.

Map identifies the

observed area. The
color scheme is
professional or visually
pleasing. Layers and
map notes are placed in
appropriate areas.

Map identifies the

observed area. The color
scheme is appropriate.
Layers and map notes can
be found on the map.

It is unclear the map

identifies the
observed area. The
color scheme is
inappropriate for the
assignment. Layers
and map notes are not
evident.

The map conveys the

essence of the project in
creating a geospatial
perspective of a realworld problem. Design
and flow of the map adds
to its message and grabs
the attention of the
audience. The map is free
of spelling and
grammatical error.

The map conveys the

idea of the project and
provides geospatial
perspective of a realworld problem. Design
and flow of the map
works well and makes
sense to the audience.
The map has minimal
spelling and
grammatical errors.

The map provides

minimal geospatial
perspective of a realworld problem. Design
and flow of the map
works. The map has
spelling and grammatical
errors.

The geospatial
perspective of the
map is unclear.
Design and flow of
the map is confusing
to the audience. The
map has repeated
spelling and
grammatical errors.

Map Design

Overall