Natural Disasters Lesson Plan - Lesson 1 What are natural disasters?

PURPOSE OF THE LESSON

Each group of fifth grade students will research and present their information on one of several types of natural disasters: tornadoes, hurricanes, volcanic eruptions, earthquakes, and floods. They will then design a poster depicting what they learned about natural disasters.

Essential Idea/Question Driving the Project:

How can humanity work together to prepare and/or prevent a natural disaster?

Standard for this Lesson:

Standard 2.0 Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.

Topic for this Lesson:

Materials and processes that shape a planet.

Indicator for this Lesson:

Cite and describe the processes that cause rapid or slow changes in Earths surface.

Lesson Objective:
Students will be able to identify and describe events such as tornadoes, hurricanes, volcanic eruptions, earthquakes, and floods which change surface features rapidly.

Evidence (Formative Assessment):

Students in groups will apply what they learned about natural disasters by producing a poster (either paper or digital) of what they learned about natural disasters. They may use any digital software they like (Glogster, PowerPoint, Prezi, etc.).

INSTRUCTIONAL DECISION-MAKING
Many students may have experienced one or more natural disasters (for example, Hurricane Sandy and/or the derecho in June), or some students may have come from other countries where they have seen or experienced other natural disasters that are uncommon in the United States. This instruction will provide students with information about several different natural disasters. In addition, some students may have misinformation about natural disasters and their exploration will help to strengthen their knowledge. We will begin

the lesson by determining what students know about natural disasters. This will also allow the teacher to gauge how many natural disasters students are aware of. Students will collaborate in groups researching a natural disaster of their choice. This will deepen their knowledge of that particular topic. Students will be able to learn independently and from each other during the present period. The teacher will provide information that is lacking or any misinformation that the students may present. The final product, a paper or digital poster designed by the group will reinforce the learning process of natural disasters by allowing the students the opportunity to collaborate and engage in creative and critical thinking.

INSTRUCTIONAL PROCEDURES
Instructional Materials:
Natural Disaster Organizer for Lesson 1 created in Word Examples of books for students to look through for further information: Howell, Laura. Weather and Climate Change. Usborne, United Kingdom. 2009. Berry, J. About Disasters. Childrens Press, New York. 1990. Griffey, Harriet. Earthquakes and Other Natural Disasters. DK Publishing, Inc., New York. 2010. For any group making paper poster boards: Poster board (1 for each group), markers/colored pencils for each group, scissors, glue, and old National Geographic magazines (or any other kind of magazine that features geological news). Students may also use the computer to print photos/pictures.

Technology:
1. Computer for each student (computer lab)/printer 2. Internet access to specific helpful sites such as those listed below: (Some examples of helpful sites for students to visit; we are assuming that the school has filters for internet access) http://environment.nationalgeographic.com/environment/natural-disasters/ http://www.factmonster.com/ipka/A0768988.html http://news.bbc.co.uk/2/hi/science/nature/4588149.stm http://www.neok12.com/Natural-Disasters.htm http://www.ready.gov/earthquakes 5. Access to interactive google.doc - Teacher will have an organizer (questions) set up on the classroom site for student groups to pull into their google document. 6. Access to Powerpoint, Prezi, Glogster for students who choose to make digital posters (Each student will have already created an email address (on gmail) that will only be used for school related purposes, such as collaborating on Google.doc .)

Management Considerations (Routines and Transitions):

The instruction will begin in the classroom with students seated on the floor during the launch portion, and then students will move to the computer lab for the rest of the lesson. The students will then have the choice of creating a paper poster or a digital poster. (Materials for paper posters will be brought to the computer lab when the class walks to the computer lab.) Norms that will have been established at the beginning of the year include Students will be aware of placing the red plastic cup on their computer when they need help or assistance. Students will be aware of how to behave during presentations including being polite and attentive when other students are presenting their projects and to provide constructive criticism. Students are responsible enough to send back to the classroom for any materials they may need such as paper poster materials. Students will know that they can utilize any resources in the library or classroom to help them with their findings (computer, books, magazines, charts, maps, atlas, and globes). Students are aware of safe sites they can visit while in the computer lab.

Learning Experience
Event Procedure/Activity & Questioning Strategies

LAUNCH
(10-15 minutes)

The lesson will begin with the teacher engaging the students with the following questions, Today, we are learning about natural disasters. How many of you were here last year when Hurricane Sandy hit? What about the derecho from last year in June? What happened? Were you prepared? Students will recall the events of last year. Teacher will also encourage students to make connections with other events: What else do you know about natural disasters? Responses will be written on the whiteboard under the heading What We Know. (The teacher may also prompt student engagement by encouraging them to discuss any natural disasters they have seen in movies or on T.V. or the teacher can engage students by discussing his or her own experiences with natural disasters to encourage discussion.) The teacher should allow time for the students to respond. Teacher will then encourage further thinking by showing the following video clip. Teacher states, I am going to show you a short video clip of some forces of nature and then we will discuss it. (Further engagement to prompt discussion.) http://video.nationalgeographic.com/video/kids/forces-of-nature-kids/ (This video is a short clip about different natural disasters that have occurred. The purpose of watching the video clip is to get the students interest in the topic and for them to see firsthand, the beauty and terror that nature can bring.) The teacher will then pose the following question, What other natural disasters did you see in the clip that we can add to our list? (recall) The teacher will add that information to the board, and then say, Processes that shape our earth occur quite frequently and are actually known as natural

events, but once there is a loss or life or property, we call it a natural disaster. Think about this for a moment: Natural disasters would not exist if it were not for humans. If we did not exist, there would only be natural events. While you are working today, I want you to keep this thought in your head because I will refer back to it again in future lessons. (Encourage thinking) (Teacher should write the above statement on the board as she/he is speaking.) Today you are going to begin your first exploration into natural disasters. You will form groups of three or four, and then decide on one of these natural disasters (point to list) to research. (choice) Your group will then present your findings to your classmates. After you present, your group will design a poster - paper or digital - to show what you have learned about natural disasters. Are there any questions before we form groups? Teacher answers any questions and then says, Okay, I am going to give you five minutes to get together in groups and to decide on your topic of interest. Within each group students will discuss and vote amongst themselves for the disaster they will choose. At the end of two minutes, the teacher will ask each group, What is your topic? If too many students choose the same topic, the teacher may ask for volunteers to change their topic. Note: the list of natural disasters will probably contain the following: tornadoes, volcanoes, hurricanes, floods, earthquakes, tsunamis, wildfires, avalanches, and lightning. If students come up with other ideas than these, such as sinkholes (subsidence), landslides, or meteorites/asteroids/satellites hitting the earth, then these will be added to the list. The teacher will then line up students and take them to the computer lab. Each group of students need to sit together to be able to discuss their research. EXPLORE
(15-20 minutes)

After students are seated in the computer lab, teacher will say, I have prepared an organizer for you available on the classroom website to share with your group as a google.doc. Read through the organizer. If you have a question or need assistance, use your cup. Teacher answers any questions. As a group, you will be responsible for researching and gathering the information on google.doc for your particular natural disaster. Before you begin, you need to designate tasks on the organizer within your group. Are there any questions before you begin? Teacher answers any questions and tells students to begin. Teacher sets timer for 20 minutes. Note: Each group will be responsible for researching and documenting the following information: 1. What is your topic? Research a definition or explanation of your natural disaster. 2. Investigate the primary causes of this natural disaster. 3. Discover where (region of the world) this natural disaster usually occurs. 4. Gather at least two real-life examples of your natural disaster. Investigate the consequences of the natural disaster in these two events.

5. Critical Thinking with your group: a. Discuss the factors that would determine the impact a natural disaster has on a certain region or population. b. Argue for or against this statement: Natural disasters can have a different effect (loss of life or property) depending on the population, how much money they have, where they live, or lifestyle. 6. Write your own question to answer. Is there anything else you would like to share with us concerning this natural disaster? During this lesson (as it is an introduction to the unit), the teacher will encourage critical thinking by asking number 5 above. Students will discuss these questions as a class, but the teacher will not provide answers. The teacher wants to see what the students understand and what they were able to comprehend after their exploration into natural disasters. (Note: Ideally, we want to get the students thinking about the impact of natural disasters and how they sometimes they have the same impact, and sometimes it depends on different factors, such as socioeconomic status. For instance, usually third-world nations are more affected by natural disasters than first-world nations. This is because the poorer nations do not have the adequate resources to prepare or rebuild before or after a natural disaster has occurred. However, the earthquake that occurred in the Indian Ocean in 2004 caused a tsunami that was over 108 feet tall. This wave wiped out everything in its path, killing over 208,000 people, with little regard for socioeconomic status. So socioeconomic status did not matter - however had a warning system been in place (as there is now) more lives would have been saved. In addition, our big question is how can we prepare for and prevent natural disasters, so we want students thinking about the impact of natural disasters and why we should prepare for and/or develop innovative ways of preventing the natural disaster from occurring in the first place. (For later lessons.) Teacher will encourage collaboration between team members, ask questions to determine progress, and will consult with the group to provide assistance and feedback as needed. (Note: It is difficult to say what the teacher will say because the needs of each group will be unique.) After the timer gives its five minute warning: the teacher will tell the students to wrap up their final thoughts and conversations. When the timer goes off, the teacher will ask all students to stop and give their attention to her. PRESENT
(15 min)

Teacher will say, Now each of you will share with us what your group learned during your exploration of natural disasters. Which group would like to volunteer first? Students in each group will share what they discovered during their exploration to the entire class. The teacher will ask for clarification when necessary and students will justify their information. In addition, if incorrect or confusing information is provided

by the group regarding their natural disaster, the teacher will elaborate on the topic so that no misunderstandings exist. The students will respond to the groups presentations. The students will participate in a class discussion of question number 5 from their organizer. Finally, the class will discuss any additional information or questions about their topic. (Note: The answers to some of these questions will/may be explored in future lessons.) If time, the teacher may pose this question, Are natural EVENTS good for the Earth? After students have presented, the teacher will summarize the topics presented by the students. In addition, the teacher will provide missing information or additional information on any natural disaster not presented by the students. Because the objective is to identify and describe specific natural disasters, the teacher will only provide that information at this point. In later lessons, students will be digging deeper into these topics. Below is information the teacher will be aware of before the lesson so he/she can fill in gaps or confusion the students may have after presenting. 1. Tornado - A tornado is a violent rotating column of air extending from a thunderstorm to the ground. The most violent tornadoes are capable of tremendous destruction with wind speeds of up to 300 mph. They can destroy large buildings, uproot trees and hurl vehicles hundreds of yards. They can also drive straw into trees. Damage paths can be in excess of one mile wide to 50 miles long. In an average year, 1000 tornadoes are reported nationwide (across the U.S.). 2. Hurricane - A hurricane is a huge storm. It can be up to 600 miles across and have strong winds spiraling inward and upward at speeds of 75 to 200 mph. Each hurricane usually lasts for over a week, moving 10-20 miles per hour over the open ocean. Hurricanes gather heat and energy through contact with warm ocean waters. Evaporation from the seawater increases their power. Hurricanes rotate in a counterclockwise direction around an "eye" in the Northern Hemisphere and clockwise direction in the Southern Hemisphere. The center of the storm or "eye" is the calmest part. It has only light winds and fair weather. When they come onto land, the heavy rain, strong winds and large waves can damage buildings, trees and cars. 3. Flood - A flood results from days of heavy rain and/or melting snows, when rivers rise and go over their banks. A flash flood is sudden flooding that occurs when floodwaters rise rapidly with no warning within several hours of an intense rain. They often occur after intense rainfall from slow moving thunderstorms. In narrow canyons and valleys, floodwaters flow faster than on flatter ground and can be quite destructive. 4. Earthquake - Earthquakes are the shaking, rolling or sudden shock of the earths surface. They are the Earth's natural means of releasing stress. More than a million earthquakes rattle the world each year. In

the United States, the West Coast is most at risk of having an earthquake, but earthquakes can happen in the Midwest and along the East Coast. Earthquakes can be felt over large areas although they usually last less than one minute. Earthquakes cannot be predicted although scientists are working on it. 5. Volcano - A volcano is a mountain that opens downward to a pool of molten rock below the surface of the earth. When pressure builds up, eruptions occur. Gases and rock shoot up through the opening and spill over or fill the air with lava fragments. Eruptions can cause lateral blasts, lava flows, hot ash flows, mudslides, avalanches, falling ash and floods. Volcano eruptions have been known to knock down entire forests. An erupting volcano can trigger tsunamis, flash floods, earthquakes, mudflows and rockfalls. 6. Lightning - Lightning is a bright flash of electricity produced by a thunderstorm. All thunderstorms produce lightning and are very dangerous. If you hear the sound of thunder, then you are in danger from lightning. Lightning kills and injures more people each year than hurricanes or tornadoes; between 75 to 100 people. 7. Wildfire - A wildfire also known as a wildland fire, forest fire, vegetation fire, grass fire, peat fire, bushfire (in Australia), or hill fire is an uncontrolled fire often occurring in wildland areas, but which can also consume houses or agricultural resources. Wildfires often begin unnoticed, but they spread quickly igniting brush, trees and homes. (Note: All of the above information was found at http://www.weatherwizkids.com/ ) 8. Tsunami - Tsunamis are huge waves of water that are usually caused by earthquakes or volcanic eruptions. As a tsunami approaches the shore, water may recede from the coast, if it is shallow enough the water may be pulled back hundreds of meters. When tsunamis hit shallow water (often near the coast) they slow down but increase in height. This increase in height is what causes the ost damage. Region in tsunami zones often have warning systems in place to give people as much time to evacuate as possible. http://www.sciencekids.co.nz/sciencefacts/earth/tsunamis.html APPLY
(15-20 minutes)

Teacher will now say, We learned a lot about natural disasters today from each other. Now lets see how you can apply that knowledge so that other students in the school can learn from what you explored today. Earlier in this lesson, I told you that each group would design a poster - paper or digital. The poster will describe or illustrate what you learned today, what you found interesting, and why it is important. Any questions about the poster? Answer any questions. Teacher: You will need to meet briefly with the members of your group and decide on the format of your poster: paper or digital. If you cannot come to an agreement come see me. You have 1 minute to meet with your group to decide. Go. Give students one minute to decide. Teacher: Raise your hand if you are going to create a paper poster. You have permission to gather your supplies. We will find room for you to work on your

poster. Teacher sends this group to gather supplies. The teacher directs the groups creating a digital poster to appropriate sites or programs so they may begin. When the rest of the students return from gathering supplies, they will begin working on their posters. (The digital posters will be posted on the class website, and if possible printed out to be displayed in or outside the classroom with the paper posters). Teacher will set a timer for 15 - 20 minutes, providing a warning when time is nearly up. Students will collaborate to create a poster that represents and communicates what they have learned from their fellow peers including from their own group. While students are working, the teacher will assess and monitor groups progress, and provide feedback. (Note: We felt that this was a good application activity to have the students conduct because it has them collaborating, explaining, summarizing, or analyzing the information they learned. These are all essential parts of the learning process and are a part of the 21st century skills that we want to inculcate in our students.) CLOSURE
(5 min)

Teacher evaluates what students have created. Students will reflect on and share the most interesting thing they had learned during the lesson. Teacher will tell the students that in the next lesson, they will be emailing students in other countries to determine natural disasters these students have encountered in their country, and what they do to prepare themselves for natural disasters.

ANALYSIS AND REFLECTION

The data from the formative assessment indicates that students are still in the learning process. The formative assessment is having students apply, practice, and extend their learning. The students are applying their knowledge in order to create the poster summarizing the knowledge they have learned about natural disasters. Students have reached the desired result of the learning experience if they have an understanding of what a natural disaster (especially the 5 main ones) is and if they leave the lesson with a desire and interest to learn more about natural disasters. In creating this lesson, some insights we developed about teaching is that student autonomy and choice are important. A teacher needs to spend less time talking and instead, providing more time for his or her students to be exploring, collaborating and applying their knowledge with their peers. We were careful to try and incorporate organization (students choose partners), process (paper or computer product), and content (choose a natural disaster) autonomy into our lesson plan, but it took a lot of careful planning. Another thing we learned is that it is not easy to come up with open-ended questions. But it is critical we do this so that our students can develop critical and/or creative thinking skills. Our professional skills can be improved by figuring out new,

innovative, and engaging ways to give students autonomy and choice in the classroom. In addition, we need to keep up with new developments in technology so that we can pass that knowledge onto our students.