Beruflich Dokumente
Kultur Dokumente
Essential Question: What is the global impact of a natural disaster of this magnitude?
This summative assessment blends the Science, Social Studies, Spanish, and Language
Arts disciplines to help students explore and understand the environmental, historical,
and cultural impacts of natural disasters.
Science
Social Studies
Standards:
3,7 Earth Science
Develop, communicate, and justify an evidence-based scientific explanation regarding natural hazards, and explain their potential local and global
impacts (DOK 1-3)
Essential understanding and Inquiry questions:
How are humans impacted by natural hazards?
How can we prepare for natural hazards?
Misconceptions:
Tsunamis are waves: A tsunami is not a wave, which moves up-and-down, but the ocean moving sideways, like a storm surge.
During an earthquake you should head for the doorway: YOU ARE SAFER PRACTICING THE DROP, COVER, AND HOLD ON
An earthquake on the San Andreas fault can cause a large tsunami: motion is mostly horizontal, so it will not cause large vertical motions of the
ocean floor that would generate a tsunami.
Formative assessments:
Connect-extend-challenge/ Think pair share
Students watch Lisbon Earthquake video. Then, they list the different types of earthquake waves and determine which one cause the most damage
using the strategy (connect, extend, challenge). Then, through think pair share, students discuss how earthquakes can cause tsunamis.
Construct graphic organizer/ Gallery walk
The earthquake itself doesnt kill, its the building and its content that does. In a group of 3, students will conduct an internet research on how
scientists and engineers can construct or design structures that with stand earthquakes. Then answer the following question: What can you do as
scientist or engineer to decrease the casualty in Lisbon Earthquake? They answer their work through a graphic organizer on a poster. Then students
will use the gallery walk strategy: move around, and observe the product (posters) of their peers.
Standards:
The historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data,
and develop interpretations defended by evidence from a variety of primary and secondary sources.
Students will look at a variety of primary and secondary sources to understand the various implication of a natural disaster,
specifically the Lisbon, Portugal earthquake of 1755.
The students will also be able to distinguish different interpretations of the earthquake through various mediums.
Essential understanding and Inquiry questions:
How do the different sources interpret the earthquake in Lisbon?
What different perspectives can be explored in terms of the earthquake from Lisbon? Outside of Lisbon?
Misconceptions:
Students may believe text is the only way to understand history, this will be addressed by using other forms of sources to
explore the earthquake, such as art.
Students may struggle to find a link between natural disasters and their ability to shape history.
Formative assessments:
Source OPVL, we will first take a look at the Origin, Purpose, Value and Limitations of a variety of sources associated with the
Lisbon Earthquake. This will establish the concept of analyzing documents and providing perspective. This will come in the form
of a pack with both primary and secondary sources.
Students will be assigned into groups and focus on one of thematic ways to understand history (Political, Intellectual, Economic,
and Social). Then they will create a poster describing how the earthquake impacted the theme, afterwards we will do a gallery
walk of the posters so that the class can see a variety of perspectives on the Lisbon Earthquake.
Standards:
11.1.1.c. Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal
communication
11.3.1.a Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences. (CCSS: W.11-12.3)
Essential understanding and Inquiry questions:
How do I write an effective script for a news broadcast?
How do I write a narrative?
Students will be able to write a narrative using techniques and languages that will have an effect on the audience. Students will also understand how that
process of writing the narrative will help them write the script for the interview in the broadcast.
Spanish
Language Arts
Misconceptions:
Narratives have to only be fiction or non-fiction, instead of a blend of both genres.
Scripts are just dialogue and no action.
Formative assessments:
1. Students will write a narrative about a person who would have lived in Lisbon in 1755. Based on their reading in Social Studies and Spanish on the culture
of those people, students will craft a narrative using techniques like dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters (11.3.1.a.ii). Students will also use precise words and phrases, telling
details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters
(11.3.1.a.iv). I will be assessing students use of techniques and language. That will help me to better teach concepts
that they are missing or need more help with in order to best prepare them to write the script for the interview for the
broadcast.
2. Students will draft a script based on a scene from our class novel. Students will work in pairs and choose a scene that they will transform into a film or
play. They will be learning the elements of a script and how to effectively write natural dialogue. I will be able to use this data in order to know what they
groupsneed
to further
create
a news
broadcast
that
encompasses
pieces
from all of their classes.
instruction
on in order
to write effective
and
engaging scripts for their
broadcast.