Profile Sheet Title: Citizen Leadership Team Determines an Ideal New Location for Their Community Following Hurricane Tina Primary Subject Area: Science - Weather and Climate Outside Subject Area: Language Arts, Math, Technology, Listening and Speaking Description of Student Roles and Problem Situation: Students will assume one or more of the following roles: Project Manager, Climatologist, Budget Analyst, Communication Liaison. The members will prepare and present proposals, outlining a relocation plan to 3,000 residents of the community that was affected by Hurricane Tina, working with a budget of $15,000,000.00 and a deadline of June 21, 2015. Teachers: Elizabeth Buzzanca - Science Coach, Ivy Dodds - 5th Grade, Nancy Bentz - 5th Grade, and Cynthia Archer - Math Coach, Helen Eldridge -4th grade Class: Regular General Education Grade Level: Grade 5 Class Time: 2 weeks (10 periods, 90 minutes S.T.E.M. block) STEM Areas: Science: Students will research and present a proposal for an entire community to relocate to a chosen climate zone. Math: Students will create a budget for the community to relocate to the chosen climate zone.
Transcript
Profile Sheet
Title: Citizen Leadership Team Determines an Ideal New Location for Their Community Following Hurricane Tina
Primary Subject Area: Science - Weather and Climate
Outside Subject Area: Language Arts, Math, Technology, Listening and Speaking
Description of Student Roles and Problem Situation: Students will assume one or more of the following roles: Project Manager, Climatologist, Budget Analyst, Communication Liaison. The members will prepare and present proposals, outlining a relocation plan to 3,000 residents of the community that was affected by Hurricane Tina, working with a budget of $15,000,000.00 and a deadline of June 21, 2015.
Teachers: Elizabeth Buzzanca - Science Coach, Ivy Dodds - 5th Grade, Nancy Bentz - 5th Grade, and Cynthia Archer - Math Coach, Helen Eldridge -4th grade
Science: Students will research and present a proposal for an entire community to relocate to a chosen climate zone.
Math: Students will create a budget for the community to relocate to the chosen climate zone.
Technology: Students will research and plan a relocation proposal. The students will also choose appropriate technology to present possible solutions.
Engineering: Students will design a presentation of a proposal to the community presenting the possible solutions. Resources:World Book EncyclopediaRand McNally (Globes and Maps)http://www.cpalms.org/Public/http://www.mrsoshouse.com/pbl/b/biome2.htm - Website of original lesson plan
http://www.eharcourtschool.com/content_tc/content/hsp/science/fusion/fl/gr05/ete_9780547402147_/ebook.html#Go Math Harcourt TextbookScience Fusion Houghton Mifflin Textbook
Title
Citizen leadership team determines an ideal new location following a natural disaster.
Standards
Science
SC.5.E.7.5 Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.
LO # 1: Working in groups, students will compare different climate zones and accurately summarize or explain the results.
SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.
LO # 2: Working in groups, as part of the presentation, the students will accurately create a land form model/map for their chosen climate zone and location.
ISTE Standards (Technology Use)
Critical thinking, problem solving, and decision making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Research and information fluency - Students apply digital tools to gather, evaluate, and use information:
a. Plan strategies to guide inquiry.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.d. Process data and report results.
LO # 3: Working in collaborative groups, students will gather, synthesize, and analyze climate information, using this information to create an accurate informational presentation which will include the various media tools.
NGSS Science and Engineering Practices
Practice 6 Constructing Explanations and Designing Solutions - Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard). Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. Identify the evidence that supports particular points in an explanation. Apply scientific ideas to solve design problems. Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
LO # 4: Working in collaborative groups, students will synthesize and evaluate multiple solutions to the problem and conclude with their group’s best solution.
Math (MAFS) Standards:
MAFS.5.NBT.2.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
LO # 5: Students will work in collaborative groups to create a plan to relocate to a new climate for a community of 3,000 people on a budget of no more than $15,000,000.00. Students will use mathematical operations to accurately budget the logistics of the relocation.
Math Practices:
MAFS. K12. MP.1.1 Make sense of problems and persevere in solving them.
LO # 6: Working in collaborative groups, students will effectively develop a logical argument with multiple solutions to the problem and conclude with their group’s best solution.
ELA (LAFS) Standards:
LAFS.5.RI.3.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
LO # 7: Working in collaborative groups, the students will integrate information from several sources in order to write an informative essay scoring at a proficient or exemplary level according to the Informative/Explanatory Text-Based Writing Rubric and speak articulately using content related vocabulary.
LAFS.5.SL.2.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
LO # 8: Working in collaborative groups, the students will present their solution using four accurately stated facts (pros and cons) and relative descriptive details to support their rationale for moving to their specific climate zone.
LAFS.5.W.3.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
LO # 9: Working in collaborative groups, students will use the research process accurately to develop a logical argument through investigations to formulate a viable solution to the relocation problem.
Description of Students’ Roles
The relocation team will consist of four (4) members. The members will prepare and present a proposal, outlining a relocation plan, to 3000 residents of the community that was affected by Hurricane Tina. The students will take on the following roles. Project ManagerThe Project Manager is responsible for the oversight of the planning, execution, and closing of the entire process to determine a new location in a specific climate zone and report their findings back to the committee. The Project Manager is responsible for keeping all committee members on the task, and managing time efficiently.
Budget AnalystThe Budget Analyst is responsible for completing timely, efficiently, and proficiently to the committee while ensuring accurate calculations. An itemized list of expenses must be presented to all committee members in preparation for the proposal presentation to the community. The Budget Analyst must ensure all calculations are accurate, without mistakes. Communications Liaison The Communication Liaison will be responsible for presenting the relocation plan to the community. The method of presenting the committee’s findings may be done by any method as determined by the liaison and/or committee. A presentation will be made to the community in two weeks, and the presentation will be organized by communications liaison, assigning parts to all committee members for the presentation.
Climatologist The Climatologist is responsible for collecting, analyzing, and reporting climate and weather conditions in local, regional, and global locations. The climatologist is responsible for ensuring the information collected during the research is accurate and written correctly.
Meet the Problem Method
The teacher will present the students with a letter from FEMA, a letter from the Governor accepting allocation for the relocation of a community, and a letter to the Mayor of Lake Worth requesting that relocation committees be set up to design a proposal. The teacher will present the students with the “problem” below.
A natural disaster has occurred and now you are forced to move 3,000 residents of the community, due to land contamination and homes deemed uninhabitable by FEMA. The committee members must research and choose a specific climate zone to where the community would like to move. Students will investigate the living conditions and make a rationale for why this would be an ideal place to relocate your community by June 21, 2015 on a budget of $15,000,000.
Committee members will make a presentation of facts and findings to share with the community (3,000 residents) during a town hall meeting. The committees’ presentations must include a proposal and recommendations for the relocation of the 3,000 residents. Following the presentations, the 3,000 residents will vote on the new destination. The decision will made by a majority ruling of 51%.
See documents (below) to support the problem method:
Appendix A - Background InformationAppendix B - Student WorksheetsAppendix C - Research ResourcesAppendix D - Teacher Resources
Problem Statement
How can we, as a citizen leadership team, including a climatologist, a project manager, a communications liaison, and a budget analyst, determine a relocation plan for the community of 3,000 residents, in such a way that:
● Location is agreed upon by the entire community, and the whole community is relocated within a 2-week time frame.
● The move does not exceed a $15,000,000.000 budget from the Federal Emergency Management Agency (FEMA).
● The location is determined by characteristics of the climate zones; tropical, temperate and polar climates.
● The proposal and the voting process will be finalized on June 21, 2015.
Know/Need to Know Board
Know Need to Know
● There has been Hurricane (Tina).● Highland has been awarded
$15,000,000 to relocate 3,000 residents
● Monies are used for housing, food, clothing allowance, transportation and moving expenses
● Two week time frame to provide the community’s itemized cost back to FEMA (June 21, 2015)
● Committees must present a proposal and recommendations to 3,000 residents on June 21
● The 3,000 residents will vote● 51% Majority rule will determine
best location
● What are some weather related difference in the three climate zones
● Clothing needs for different climate zones
● What is terrain of the three climate zones
● How much will it cost to relocate● What resources will I use to
support the research process● Characteristic of climate zones● How do I calculate moving
expense of an entire community● What expenses need to be
considered when deciding how to use the $15 million dollar budget?
Capstone Performance
Capstone Performance Description
The capstone performance is a three-week lesson plan and consists of 3 parts: (1) budget (2) individual report and (3) oral presentation. On the student’s individual report, he/she must propose two feasible solutions and 4 justifications for why one solution is better than the other. The capstone performance will consist of groups of 4 students each. The students will have 10 90-minutes lessons and will have an additional 1 60-minute session to prepare for the final presentation. Each presentation will be 5-7 minutes. Individual students will be assessed on both the individual report and the group’s presentation using two different rubrics, a report rubric and presentation rubric.
Individual student evaluations will be as follows:
Lesson 1: List at least 7 known facts from the three artifacts and list at least 10 need to know on the ‘Know/Need to Know’ Graphic Organizer.Lesson 2: Climate Zone Data SheetsLesson 3: Itemized Budget WorksheetsLesson 4: Solutions - Pros, Cons, and Effects of each solution worksheetLesson 5: Group Presentation Checklist Lesson 6: Group Rubrics and individual report rubric at: http://www.palmbeachschools.org/assessment/pbpa/instruct/rubric_4_5_informative.pdf
A group discussion will be conducted each day as a reflection on their learning.
The audience will consist of representatives from the Federal Emergency Management Agency (FEMA), families and local residents, local elected officials, teachers and other 5th graders.
Solution and Justification
Two solutions will be part of the committee’s final presentation. However, the group must also determine which solution is best, given the two, and 4 justifications for that solution.
Solution #1: The citizen leadership team agrees the Temperate Zone is a desirable place in which to relocate. We agree upon this because of the following reasons: 1) enjoy all four seasons; 2) farmers are able to grow fresh food in gardens; 3) longer life spans and less stress; and 3) job opportunities.
According to our findings all four seasons, summer, winter, fall, and spring can be enjoyed in the Temperate Zone. In the summer residents can do many water activities such as swimming, boating and fishing. Hiking and biking are accessible in all seasons. Winter activities such as skiing, sledding, and ice skating give diverse recreational choices. The fall scenery with the leaves changing colors makes for perfect family photos. In the spring, the growing seasons with spring flowers spark the beginning of the growing of crops. The fresh gardens grow juicy produce. Farmers are able to grow crops which provide job opportunities to local residents. Eating healthy, fresh foods and the temperate weather bring a longer life span and less stress according our research and findings.
Cons: 1) Overpopulated; 2) Rainy during certain seasons; 3) Transportation Stress; 4) Extreme Seasons
Solution #2: The citizen leadership team agrees the Tropical Zone is also a desirable place in which to relocate. We agree upon this because of the following reasons: 1) easy access to fresh foods, produce, and fish; 2) simple and affordable living; 3) tourism is an industry; and 4) warm climate and sunny weather.The sources of food include outdoor markets with fresh food and a variety of seafood. There are fresh foods such as fruits and citrus year round. Due to the beautiful year round weather, the Tropical Zone makes for a relaxing and simple lifestyle. Shorts, flip flops, and short sleeved shirts are all you need in this zone! Want a vacation right around the corner? Go to the beach, enjoy the outdoor waterway, fresh air, and saltwater. Tourism makes up the main source of jobs and entertainment for its residents of all ages.
Cons: 1) High cost of living for the residents; 2) Insects; 3) Higher crime due to tourism; 4) Natural Disaster caused by extreme Weather
Best solution:
Solution #1 is the best, the Temperate Zone. Given the rationale, first, the summer residents can do many water activities such as swimming, boating and fishing. Hiking and biking are accessible in all seasons. Winter activities such as skiing, sledding, and ice skating give diverse recreational choices. The fall scenery with the leaves changing colors makes for perfect family photos. Secondly, the growing seasons with spring flowers spark the beginning of the growing of crops. The fresh gardens grow juicy produce. Farmers are able to grow crops which provide job opportunities to local residents. Eating healthy, fresh foods and the temperate weather bring a longer life span and less stress according our research and findings. Thirdly, job opportunities, according to our findings, include construction, mining, foresting, agriculture, and technical jobs.
Background: It may be necessary for the teacher to build background knowledge on the climate zones of North America.
Each of the following lessons is based on a 90-minutes interval of time.
Lesson 1Duration: 1 - 90-minutes block of time
Learning Objective: Students will become familiar with the details that will assist the committee members as they work to solve the problem.
Materials for each student: (1) Letter from FEMA; (2) Letter from Governor Scott; (3) Letter to the mayor of Lake Worth (See Appendix A for materials 1-3); (4) Know/Need to Know chart/graphic organizer (See Appendix B); (5) Anchor chart, Description of Students’ Roles (see section above)
Procedure: Students will be introduced to the problem statement and assigned to a team of three or four. For a class of 22, for instance, there may be five groups or committees within the classroom. Groups may be assigned by the teacher, or the teacher may randomly assign students to groups. Each group will become a committee that has been assigned with the task to solve the problem, as stated in the problem statement. Each committee member will be responsible for certain tasks as defined in the student roles described in the above section entitled, Descriptions of Students’ Roles. As part of reviewing the student roles, the teacher will make an anchor chart listing the roles, descriptions, and responsibilities. While going over the roles, refer to the chart. The chart will be used several times throughout this unit. Each committee member will be assigned one student role. The teacher will review the four roles with all
students, and then members will decide upon each member’s role. Students will also be provided with responsibility cards that identify the role and its description. (See Appendix B)
Once students are put into their groups and roles are determined, each student will receive a copy of the letters received by FEMA and Governor Scott giving further information relating to the details in the relocation plan. Students will need to reread the letters several times so that they have a thorough understanding of the details that are required in order to solve the problem. (Teachers may use this as a close reading activity.)
Now that the committee members have read and discussed the letters, and determined their roles, together they are ready to start planning their solution. To help them begin to organize their plan to investigate solutions to the problem, they will each complete a ‘Know/Need to Know’ chart/graphic organizer. Committee members will work together to write on the chart, although each member will have their own copy and each is expected to write on their own copy of the graphic organizer as the members discuss what they know about the problem, and what they will need to know to solve the problem. (See Appendix B) Classroom instructors have been provided with an example of the ‘Know/Need to Know’ chart. This can be found in the section written above entitled, ‘Know/Need to Know’.
Evaluation: List at least 7 known facts from the three artifacts and list at least 10 need to know on the ‘Know/Need to Know’ Graphic Organizer
Lesson 2Duration: 3 - 90-minute blocks of time
Learning Objective: Students will begin to consider their solution to the problem by collecting background facts for all three climate zones.
Materials: (1) Three Blank Copies of the Climate Zone Data Sheet (Appendix B) for each student; (2) List of Resources for each committee (See Appendix C below.); (3) Access to a computer with the internet; (4) Anchor chart with all of the student roles; (5) Resources such as texts and an atlas, globe or map for each committee/group. (6) Student Role Cards
Procedure: To begin, review the work done the day before, the problem statement, and take the time to answer questions students may have from the work done during Lesson 1.
Next, the students will be given a Climate Zone Data Sheet (Appendix B) to collect appropriate facts from each climate zone (temperate, polar, and tropical). The teacher will review the data sheet with students before they begin. An example of a completed data sheet is available for the teacher to use as he/she reviews the expectations. (See Appendix B) Review some of the resources with all students and suggest that the committee take the time to review the resources and become familiar with the content. Explain that each of the three climate zones must be researched together by all committees. They will need all of the data for each zone before they can determine which zone is best for solving this problem. Students are asked to go to their committee meetings (get into their groups), and begin working together to complete the Climate Zone Data Sheets. They can begin with any zone they choose, as long as they research all three.
Students should be given approximately 45 minutes to do their research each day. The teacher may put up a timer so students can efficiently manage their time. Remind them they are on a two-week deadline, and researching information is only a part of the preparations needed to be ready to present their solution. Each group should have access to a computer, texts on climate zones, and an atlas, map or globe. While students are working, the teacher will ‘visit’ each committee hearing, and guide the work as necessary. (See Appendix D - Coaching Questions)
After 45 minutes, each day the teacher will call all committee members to a meeting place. During this meeting time, students/committee members may discuss any questions they have or share information on what they have learned about the climate zones. Finally, take this time to go over the problem statement and student roles/responsibilities. Refer to the anchor chart on student roles.
Evaluation: Climate Zone Data Sheets
Lesson 3Duration: 2 - 90-minutes blocks
Materials: (1) Computer access to the internet; (2) Each student will receive three copies of the Itemized Budget Worksheet (Appendix B); and (3) each committee will receive one copy of the list of resources to complete the worksheet (Appendix C)
Learning Objective: Students will research the costs for their move to each climate zone by giving consideration to the travel, living accommodations, clothing, food, and moving expenses.
Procedure: To begin, review the work the students have done so far by asking the communications liaisons from each group/committee to share their climate data findings with the class.
Procedure: The next part of the unit focuses on the cost of the relocation of 3,000 residents. Students will be given an ‘Itemized Budget Worksheet’ (See Appendix B) to approximate the cost of relocation for 3,000 members of the Highland community. Their budget must take into account a limit of $15,000,000.00, as provided by FEMA. A completed worksheet is included in Appendix B (below), and is used by the teacher to review the expectations and demonstrate how to use the worksheet. The teacher should explain that this worksheet lists all of the items FEMA has agreed to fund as part of the relocation. They should not include any additional expenses, only those that relate to the items listed on the worksheet. The teacher copy will assist students in determining what expenses are included. The worksheet includes a section that requires students to note the specific expenses covered. The internet resources must be used to assist them in finding the costs. Students do not need to search for their resources, as this has been done for them, as listed in the resources list (Appendix C). Itemized costs must be done for all three climate zones.
Explain to the students that they will have two class periods to complete their budgets for all three climate zones. During each period, they will have 30 minutes to work. For time management purposes, set the timer for 30 minutes. While students are working, the teacher will ‘visit’ each committee hearing, and guide the work as necessary. At the end of the time, students will meet again to discuss questions and share information. This meeting time can be done as a whole group, or teachers may put two committees together to discuss their findings. Once students have had time to share information, the class will come back together so the teacher can answer any questions students may have.
Finally, ask the committees to reconvene while each committee member answers the following question:
1st 90-minute block -What is your role and responsibilities to your committee?2nd 90-minute block - How has your role in the committee helped your group?
Before they begin, remind students that efficient and effective collaboration includes a listening component - that while a member is speaking, all others should be listening. Ask members to take just 1 to 2 minutes to answer this question. They may use the
anchor chart on Student Roles to help answer this question. When considering the order in which students begin, the teacher may ask the groups to follow the order as listed on the anchor chart. While each of the committee members/students answer this question, the teacher will conference with each committee to listen and guide their responses.
Evaluation: Itemized Budget Worksheets
Lesson 4Duration: 1 - 90-minutes period
Materials: (1) Student completed data sheets; (2) Student completed budget worksheets; (3) Solutions - Pros, Cons and Effect of each solution Worksheet (Appendix B)
Learning Objective: Each of the committee members will consider the facts from the Climate Zone Data Sheet and the Itemized Budget Worksheet for all three climate zones to determine which zone is best for the relocation.
Procedure: Students or committee members will analyze information collected from their data sheets and itemized worksheets. After necessary discussion, each group must determine TWO solutions. These solutions must be recorded on the ‘Solutions’ worksheet (Appendix B below). At least 4 pros and 4 cons must be listed for each solution. Once the solutions, pros, cons, and effects of the solutions are determined, the group will collaborate on the pros, cons, and effects for each solution. These two solutions will be part of the committee’s final presentation. However, the group must also determine which solution is best, given the two, and 4 justifications for that solution.
Evaluation: Solutions - Pros, Cons, and Effects of each solution Worksheet
Lesson 5Duration: 1 - 90 minutes periods
Materials: (1) copy of the instrument, ‘Rating the Solutions’ (See Appendix B)
Learning Objective: Students will use their research to prepare a final presentation.
Procedure: Before students will begin to work on their presentations, make them aware of the methods in which they may prepare and present their solutions, the expectations, the teacher has in their final presentation and the rating of their solutions.
First, help the students understand what methods may be used to prepare their presentations. Groups may use a digit device to build their presentation in a word processing program, PowerPoint, Prezi, etc. They may also use a poster presentation. Each presentation must include the following components:
● Group Member Names● Problem Statement● Solution #1● Solution’s Pros to #1● Solution’s Cons #1● Effects to Solution #1● Solution #2● Solution’s Pros to #2● Solution’s Cons to #2● Effects to Solution #2
Next, each student will receive a copy of the Rating the Solutions instrument. Review this with the whole class before the groups begin. It is necessary to review the descriptions at the bottom of the rating and give a few examples to demonstrate how the rubric works. To help with this, a final presentation can be found at: https://docs.google.com/presentation/d/18jmurGx_orJRdI2Gl3B1-GYyShuQZTiMClOVBWCS_qc/edit#slide=id.pStudents may use the rubric to rate this presentation.
Teachers may give this link to each group to view together to be used as a sample on laptops, computers or other devices. The example can be used in whole group as well. The teacher may decide to view it two times. The first time may be to help students see the pattern of the presentation and its flow. The second time may be for evaluative purposes, allowing students to use their rating rubric to evaluate the PowerPoint as they watch.
Lesson 6Duration: 1 - 90 minutes period
Materials: (1) computer for internet access for each group; (2) each student/committee member will need their completed worksheets; (3) Group Presentation Checklist (Appendix B below)
Students will begin to work on their presentations. Remind students they each have important roles as they use their data to complete their work. Review with students the
‘Student Roles’ anchor chart and discuss how these responsibilities will be needed while preparing for the final presentation.
Give each student a copy of the ‘Group Presentation Checklist’, explaining that these components must be part of their presentations. Set the timer for 45 minutes and give members the time to begin their final work. While students are working, the teacher will visit each committee to coach them on their progress. Sample coaching questions may be: Does your presentation plan follow the checklist? Are you finding the importance in the responsibilities of your roles? Are your worksheets helping you in the preparations?
After 45 minutes, ask students to come to the meeting place to discuss how the research is going. The teacher will start the conversation with: Tell me something that is going well with your committee.
Lesson 7
Duration: 1 - 90 minutes periods
Materials: (1) computer for internet access for each group; (2) each student/committee member will need their completed worksheets; (3) Group Presentation Checklist (Appendix B below)
Learning Outcome: Students will complete their work for the presentation.
Procedure: Review the work each committee did during Lesson 6, and explain that today will be the final day for preparations. All presentations will be made during the next lesson. Remind students to look at the rubric and the checklist, making sure they are keeping these in mind as they work.
Set the timer for 45 minutes and give members the time to do their final work. While students are working, the teacher will visit each committee to coach them on their progress. Sample coaching questions may be: Does your presentation plan follow the checklist? Are you finding the importance in the responsibilities of your roles? Are your worksheets helping you in the preparations?
When time is up, ask for a meeting. During this time, you will explain how the presentations will be done, and that each student will use the rubric to rate the solutions.
Lesson 8Duration: 1 - 90 minutes period
Materials: (1) Presentation materials as determined by each group and (2) Rating the Solutions instrument
Learning Outcome: Students will apply the knowledge to the problem and present their solutions to the 300 residents, FEMA representatives, elected officials and the parents of the students.
Procedure: Teacher randomly picks, groups to share their solution presentations while the rest of the class members rate them on their Rating the Solutions rubric. After all groups have presented, collect the rubrics. Teacher may announce a winner if he/she would desire.
Celebrate the learning with serving Hurricane Punch. The ingredients of the punch are Hawaiian Punch, 7Up, Rainbow Sorbet, and mystical fairy dust that enhance the power of our brains (red crystal sprinkles).
Debriefing
Student Generated Solutions: All groups will share their solution presentations while the rest of the students will rate them on their Rating the Solutions instruments. After each group has presented, students will collaborate with their group members to rate each presentation. The teacher will collect the rubrics and tally the results. Teacher may announce a winner if he/she would desire and celebrate the learning. (Appendix B below)
The Rating the Solutions instrument will be used by all student evaluators for each group presentation. Teachers should demonstrate the use of the instrument so that students understand how the ratings work. For instance, if the pros total 5, and the cons total 3, the overall score is a 2.
Essential Concepts: The “best” solutions must utilize accurate scientific, mathematical, and technological concepts. This includes the following:
Students will:
1. Accurately describe characteristics of the climate (temperature, humidity, weather patterns).
2. Accurately describe geographical characteristics (terrain, elevation, latitude and proximity to bodies of water).
3. Apply digital tools to effectively, to gather, evaluate, and present information.4. Utilize the mathematical operations to itemize and calculate a budget.5. Collaborate on multiple solutions, make sense of problems and persevere in
solving them.
Throughout the problem-based learning lessons, the teacher will be rotating between the committees, making sure that they are focused on the essential concepts. Teachers will be circulating throughout the process, asking questions from the sample coaching questions such as:
Meet the ProblemSummarize the information you’ve received during the ‘Meet the Problem’.Are there any unfamiliar terms?What types of problem solving strategies might you use while working on this problem?
Know/Need to Know
How does the information you’ve found relate to the meet the problem document?What obstacles do you see?
Problem StatementWhy do you think this is the central issue? What resources might you need to solve this problem?
Information Gathering & SharingHow does this get us closer to understanding the situation?How might you find out that information?
Generating SolutionsWhat is the next step?How did the group arrive at this solution?
Differentiation
All students will be expected to participate in the problem solving process, research process, and presentation. The students will be in differentiated groups to allow for peer tutoring if needed. Accommodations may be used based on individual student needs as stated on IEP or 504 plans. ESE students will be grouped with the regular education students but will have accommodations based upon their IEP. For example, for hearing impaired students, sign language will be provided. Students will have extended time for assessments, peer tutoring, repeated instructions, close proximity to teacher, and modified assignments based on individual need. Students who are ESOL will be paired with another student who speaks their native language.
SafetyStudents are assigned roles within their groups and each role has a specific and detailed set of duties that must be followed. Before the lesson, the students are given specific topics for research and a list of approved websites that are allowed for research. Students may only visit the district approved and specific list from the teacher. These websites and resources are hand-picked to ensure the students do not access inappropriate web-based materials. If students are found not using materials appropriately they will be removed from the group and given an alternative assignment.
Students will follow the classroom routines, transition expectations, and appropriate use of materials and clean up. Before the lessons, when students are given specific topics for research, the teacher reviews the classroom routines and rules for transition, clean up, etc. The teacher also posts these rules on the wall so that she and the students may refer to them as needed.
Resources:http://www.cpalms.org/Public/http://www.mrsoshouse.com/pbl/b/biome2.htm - Website of original lesson planhttp://www.eharcourtschool.com/content_tc/content/hsp/science/fusion/fl/gr05/ete_9780547402147_/ebook.html#
Capstone Performance Rubrics
Rubric for Assessing Capstone Performance
Oral Presentation
Criteria Superior Adequate Unacceptable
Content Accuracy of Student’s
Individual Work
15 pts.
Student presents his/her best solution. Solution
meets the four conditions listed in the Sample
Problem Statements. Four accurate justifications are
given for why that solution is the best to solve the
problem. All solutions and justifications are 100%
accurate and based on facts the student has researched.
10 pts.
The best solution is presented. The solution only meets 2 of the conditions in
the Sample Problem Statements. Only 2-3
justifications are given. The solution and justifications are at least 70% accurate
and based on facts the student has researched.
5 pts.
No solution presented
OR
0-1 justifications given
OR
Solution and justification are lesson
than 70% accurate and based on facts that the student has researched
Content Accuracy of Individual’s
Work
Superior15 pts.
The student provides one justification for why the
group’s chosen solution is the best citing 3 accurate
facts.
Adequate10 pts.
The student provides one justification for why the
group’s best solution is the best citing at least 2 accurate
facts.
Poor5 pts.
The student does not provide a justification.
OR
The student is unable to cite accurate facts.
Accuracy of Student’s Individual
Response to Questions
Superior5 pts.
Student accurately answers four questions from the
members of the audience about the information
presented. Responses are 100% accurate and based
on facts the student has researched.
Adequate3 pts.
Student accurately answers 2-3 questions of the four asked of him. In order for
answers to be correct, they are 100% accurate and
based on facts the student has researched.
Poor1 pt.
Student answers 1 question with 100%
accuracy and based on facts that the student
has researched
OR
Student does not answer any of the
questions accurately
Accuracy of budget 10 pts.The student justifies the
budget for the group’s best
5 pts.The student justifies the
budget for the group’s best
1 pt.The student justifies
the budget for the
solution with 100% accuracy.
solution with at least 80% accuracy.
group’s best solution with less than 80%
accuracy.
Delivery and Mechanics of the
Speech
Superior5 pts.
The student had a speaking part in the presentation.
The student could be heard and understood by at least 90% of the audience.. The student made eye contact with at least 90% of the
audience.
Adequate3 pt.
Student had a speaking part in the oral presentation. The student could be heard and understood by at least 70% of the audience. Eye contact was made 50% of the time.
Poor1 pt.
Student did not participate in oral
presentationOR
Student was not understood or heard at all during presentation.
Score Conversion
34-50 A
26-33 B
18-25 C
12-17 D0-11 F
Appendix A
MEMORANDUM TO: Governor Rick ScottFROM: Federal Emergency Management AssociationDATE: June 4, 2015RE: Relocation of Highland Community
The Federal Emergency Management Association (FEMA) has evaluated the State of Florida application pertaining to the unfortunate recent disaster from Hurricane Tina on May 4, 2015. Highland has been awarded $15,000,000.00 to relocate 3,000 residents. Please provide an account number and pertinent information for the transfer of monies to assist this community with its relocation due to uninhabitable conditions and land contamination. Please understand these monies must be used for housing, food, clothing allowance, transportation, and moving expenses. We are further requiring that the relocation be complete by July 21, 2015. Your FEMA contact person is Seymour Locate. Seymour can be reached at 1(800) GET-HERE. (1-800-438-4373). His email address is [email protected]. Although we have received your preliminary budget, a more detailed budget for the community’s itemized costs and relocation destination must be submitted by June 21, 2015. Again, your community’s disaster is certainly quite unfortunate. We are here to help make your relocation as smooth as possible.
MEMORANDUM TO: Seymour LocateFROM; Governor Rick ScottDATE: June 8, 2015RE: Relocation of Highland Community, Lake Worth, FL
I am in receipt of your memorandum concerning the referenced community affected by Hurricane Tina. The citizens of Highland are thankful for your timely response to our disaster relief application. Your financial assistance has brought a sense of relief to the Highland community. I have been in contact with Mayor Pam Triolo of Lake Worth, Florida. She has put her Relocation Committee to work for the itemized costs. We will present our costs to you by the deadline. Our itemized list will include monies for housing, food, clothing allowance, transportation, and moving expenses for 3,000 residents.
Mayor Triolo has provided the following banking information:CHASE Bank Business Account # 6626221
We will get right to work to put together a relocation plan and will anticipate the deposit of $15,000,000.00 into the account. I will keep you apprised of our progress with the plan. A community decision will be made on June 21, 2015. Our contact person is the Highland Ad Hoc Committee Relocation Chairman, Wendell Hit, at 1(800) WOW-GONE (1-800-969-4663).
MEMORANDUMTO: Mayor Pam Triolo, Seymour LocateFROM: Governor Rick ScottDATE: June 14, 2015RE: Relocation of residents - Highland Community
To follow up our conversation today pertaining to the relocation of the Highland community, I am attaching a copy of the letters sent to me by FEMA and my response to our FEMA contact person, Mr. Seymour Locate.
Please set up five (5) committee teams of four (4) community persons. These committees will be our Highland Ad Hoc Relocation Committees. Each committee team will need to provide their proposals for the relocation expenses for 3,000 residents, not to exceed $15,000,000.00. Each committee has until June 21, 2015 to prepare and decide upon their final proposal. Our target date for the actual relocation is July 21, 2015.
If you have further questions, feel free to contact me at:
Office of Governor Rick ScottState of FloridaThe Capitol400 S. Monroe St.Tallahassee, FL 32399-0001(850) 488-7146
I appreciate all of your work in getting the help our residents need from several disaster relief organizations as we work toward a better solution to this most unfortunate event.
Appendix B
Know/Need to Know Board
Know Need to Know
Know Need to Know● There has been a natural disaster
● Highland has been awarded $15,000,000 from FEMA
● Monies are used for housing, food, clothing allowance, transportation
and moving expenses● Two week time frame to provide the
community’s itemized cost back to FEMA
● 3,000 residents are in the community
● Must relocate to one of three climate zones (polar, temperate, and
tropical)● Ad hoc committees have been commissioned by Governor Scott to
study relocation plans● Committee must present a proposal
to the community
● What are some weather related difference in the
three climate zones● Clothing needs for different
climate zones● What is terrain of the three
climate zones● How much will it cost to
relocate● What resources will I use to
support the research process
● How to organize information● Content Vocabulary
● Characteristic of climate zones
● How do I calculate moving expense of an entire
community● What are the different options on the $15 million
dollar budget
Description of Students’ Roles
Project ManagerThe Project Manager is responsible for the oversight of the planning, execution, and
closing of the entire process to determine a new location in a specific climate zone and report their findings back to the committee. The Project Manager is responsible for
keeping all committee member on the task, and managing time efficiently.
Budget AnalystThe Budget Analyst is responsible for completing timely, efficiently, and proficiently to the committee while ensuring accurate calculations. An itemized list of expenses must be presented to all committee members in preparation for the proposal presentation to the community. The Budget Analyst must ensure all calculations are accurate, without
mistakes.
Communications Liaison The Communication Liaison will be responsible for presenting the relocation plan to the community. The method of presenting the committee’s findings may be done by any method as determined by the liaison and/or committee. A presentation will be
made to the community in two weeks, and the presentation will be organized by communications liaison, assigning parts to all committee members for the presentation.
ClimatologistThe Climatologist is responsible for collecting, analyzing, and reporting climate and
weather conditions in local, regional, and global locations. The climatologist is responsible for ensuring the information collected during the research is accurate and
List reasons why your committee has chosen this location:
Go to: http://livingwage.mit.edu/Scroll down on first page and enter a state in which you’d like to live, and then enter the city/area within the state to find information on the cost of living.
Minimum Wage: $_____________Living Wage: $_______________YEARLY Living WAGE: $ ________________
Expenses/2 adults, 2 children
Food: ______________Child Care: _______________Housing: _______________Medical: ___________TOTAL COSTS: ________________What is the difference between the yearly living wage and the annual costs for basic needs for a 2 adult, 2 children household?
DIFFERENCE: ________________________
Continue to scroll down on this page to find the salaries for various occupations. Choose an occupation and write your information in below.
What is the difference between the cost of living calculated above and your chosen occupational salary?DIFFERENCE: ___________________________
Include Map: When presenting be ready to use a map, atlas, or globe to present the location of the areas described in your presentation.
Memorandum
TO: FEMA (Federal Emergency Management Agency)FROM: Highland Community, County of Palm Beach, State of FloridaDATE: ____________________________Re: Relocation of Highland Community - Post Hurricane Tina
This report has been prepared by the ad hoc committee members as commissioned by the governor of the State of Florida, Governor Rick Scott. The members of this committee are: ____________________________________________________________________________________________________________________________________________________
This committee has investigated the relocation to all climate zones within the North American continent, and suggests that this community of 3,000 citizens be relocated to:
Relocation Climate Zone: ____________________________________Relocation City and State: ___________________________________
Itemized Budget AnalysisExpense Expense PER PERSON Expense for COMMUNITY
OF 3,000 persons
❖ Transportation
❖ Housing (4 months)
❖ Food (4 months)
❖ Clothing Allowance
❖ Moving-20’ Uhaul
TOTAL EXPENSES
Further details that may assist you in understanding the method in which this plan will be followed are as follows:
❖ Transportation Plan - We will be using a mode of transportation that includes:
Group Names: Sam Sung, Bev Reg, Dee Tree, Star GazeDate: ___________________________
SOLUTION #1: Living in the Polar Arctic Climate Zone
Pros:1.Natural resources such as oil, wildlife, coal mining, water sources2.People are friendly and quiet3. Scenic4.Outdoor recreation
Cons:1.Cold most of the year, climate snowstorms2.Dark during the winter3.Food sources are limited because of a short growing season 4.Distance requires unique types of transportationConsequences: Lifestyle needs altered to fit specific needs
SOLUTION #2: Living in the Tropical Zone
Pros: 1.Easy access to fresh fruits and foods - produce and fish2.Simple and affordable living3.Tourism - beaches, water sports, hiking, boating4.Warm climate and sunny weather
Cons:1. Insects2. Higher crime due to tourism3. Natural disasters caused by extreme weather4. Cost of Living is highConsequences: Lifestyle needs altered to fit specific needs
Solutions
Group Names: ________________________________________________________Date: ___________________________
SOLUTION #1: Temperate Zone
Pros:1. Enjoy all four seasons2. Fresh foods - farmers grow fresh foods all year long3. Longer life, less stress4.Job OpportunitiesCons:1. No extreme seasons2.Transportation stresses3.Over-populated4.RainyConsequences: Lifestyle needs altered to fit specific needs
SOLUTION #2: Living in Desert Zone
Pros: 1.No humidity2. Less yard work3.Hiking4.SpaciousCons:1.High utility bills2.Food and Water shortage3.No green grass, little vegetation4.Very hot and dry during day and cold at nightConsequences: Lifestyle needs altered to fit specific needs
❏ Group Member Names❏ Problem Statement❏ Solution #1❏ Solution’s Pros to #1❏ Solution’s Cons #1❏ Effects to Solution #1❏ Solution #2❏ Solution’s Pros to #2❏ Solution’s Cons to #2❏ Effects to Solution #2
Group Names: ________________________________________________________Date: ___________________________
SOLUTION #1:
Pros:1. 2.3.4.Cons:1.2.3.4.Consequences:
SOLUTION #2:
Pros: 1.2.3.4.Cons:1.2.3.4.Consequences:
Rating the SolutionsStudent Name: ______________________ Date: _______________________
Group # Pro Total 3 ProsCapture each “pro” in brief. Put the rating of the “pro” beside it.
Con Total 3 ConsCapture each “con” in brief. Put the rating of the “con” beside it.
Subtract the “con” total from the “pro” total and record. (This could be a negative number.)
1
2
3
4
5
“Pro” Rating Scale “Con” Rating Scale1 Good basic idea, but would need extensive revision 1 This wouldn’t help solve the problem, but has an before it would be workable. easy fix.3 I’m cautiously optimistic about how this will work. I see 3 This wouldn’t help solve the problem, and would take at least 1 area that may be problematic. major revision5 Best idea I ever heard. It will definitely achieve the goal 5 This a plan that would NOT work. I see a major flaw and solve the problem. that would definitely result in failing to solve the problem
if we adopt this plan.
Appendix C
Climate Zone Websites
Learning Tools for KidsPalm Beach School District Electronic Resources
Discovery Education 1. Real World Science: Weatherhttp://app.discoveryeducation.com/player/view/assetGuid/3E2469EE-E16E-427C-BA98-437EF30767CBTime: 2:38 2. Stormchasershttp://app.discoveryeducation.com/player/view/assetGuid/268F4979-85AB-4513-9D8E-11CF5B303393Time: 1:40 3. Geography for Everyonehttp://app.discoveryeducation.com/player/view/assetGuid/4C81FE14-33D3-4A48-9C3A-02ABE9167FAATime: 17:48 Brain Pop Climate Typeshttps://www.brainpop.com/science/weather/climatetypes/preview.weml
World Book Search keywords: Climate Zones, Climate Zones and Weather/Climatehttp://www.worldbookonline.com/student/home
Other websites for research:North America Arctic/Polar Zone
Websites to find costs for analysisTransportationhttp://www.travelocity.com/ HousingYour Climate Zone Data Sheet has information to help.Additional Information can be searched at: http://www.citylab.com/housing/2015/05/mapping-the-hourly-wage-needed-to-rent-a-2-bedroom-apartment-in-every-us-state/394142/
FoodYour Climate Zone Data Sheet has information to help.Additional information can be searched at:http://www.forbes.com/sites/erincarlyle/2014/02/26/americas-most-overpriced-cities/
Clothing AllowanceEach person will be given $300. for clothing.
Moving ExpensesMoving information can be calculated here:http://www.uhaul.com/Trucks/24ft-Moving-Truck-Rental/GH/
