In Case of Emergency

Created by:

Yelena Kolpakova

Title/Role:

Educator

Organization/School Name:

Larrymore Elementary

Location:

Virginia

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Flexible

Collaboration Continuum:

Moderate

Content Area:

Language Arts

Science

Content Topic:

Natural Disasters

Standards for the 21st-Century Learner

Skills Indicator(s):

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

Dispositions Indicator(s):

3.2.3 Demonstrate teamwork by working productively with others.

Responsibilities Indicator(s):

2.3.1 Connect understanding to the real world.

Self-Assessment Strategies Indicator(s):

3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.

Scenario:

The LMS attends a faculty meeting at the beginning of the year, discussing school's emergency plan. The teachers want students to learn more information about natural disaster preparedness and develop better understanding of an emergency plan for home and community. The LMS suggests to collaborate with a fifth grade team to conduct 45 minute library visits during which students will investigate different types of natural disasters most likely to impact their community and explore how the potential devastation could be reduced.

Overview:

Fifth grade students will investigate local natural disasters, specifically focusing on the preparedness for natural disasters, and produce a news broadcast based on their research for school's morning announcements. The students will use various resources to locate necessary information in order to answer the essential question: How should you be prepared in the event of natural disaster?

Final Product:

Students will produce a news broadcast, which will then be aired via morning announcements.

Library Lesson:

Students will learn the effects of and preparation needed in the event of natural disasters by using print and electronic materials. Students will research and collect information about the preparedness and appropriate response to natural disasters occurring in their community.

Estimated Lesson Time:

45 minutes

Assessment

Product:

LMS and collaborating teachers will develop a rubric for the final product.

Process:

LMS and collaborating teachers will guide and monitor an inquiry-based learning progress as students select specific natural disaster and conduct research, assisting students as needed in locating necessary information and producing a news broadcast.

Student self-questioning:

How can I find and use the information? Did I ask questions that went beyond basic information? Did I verify the information I gathered? Does my presentation convey the main idea I wanted to deliver from the research?

Instructional Plan

Resources students will use:

Still image (i.e.paintings, drawings, plans, and maps)

Moving Image (i.e. animations, movies, tv program, video)

Interactive Resource (i.e. webpages, multimedia learning objects, chat services)

Software

Sound (i.e. music playback file, audio compact disc, recorded speech or sounds)

Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:

http://

Resources instructor will use:

Projector

Laptop

Smart board

VCR/DVD player

Other

Other instructor resources:

Video Camera

Instruction/Activities

Direct instruction:

LMS will show students an example of a news broadcast. LMS will discuss natural disasters occurring locally, how it affects people, and how people can be best prepared. LMS will discuss the research process and the expectations for a final product.

Modeling and guided practice:

LMS will demonstrate the process of locating information online. The classroom teacher will assist students with locating information using print materials.

Independent practice:

In small groups, students will research and gather information necessary for their final product.

Have you taught this lesson before:

Strategies for differentiation:

Students with special needs and/or English Second Learners will get additional assistance from Special Education Specialist and ESL Specialist. Students will be grouped in multi-level ability groups.

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.5.W.6 » English Language Arts » Production and Distribution of Writing » 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. (5)

CC.5.SL.5 » English Language Arts » Presentation of Knowledge and Ideas » 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5)