1	Horrific Hurricanes 3 – 5 Science From The Unit Disasters R Us
2	Standard/Curriculum Objective The learner will IDENTIFY and USE criteria for excellence to evaluate information and formats The learner will RELATE ideas and information to life experiences. The learner will EXPLORE and USE research processes to meet information needs. The learner will COMMUNICATE reading, listening, and viewing experiences. The learner will EXPLORE sources and formats for reading, listening, and viewing purposes
3	Main Menu Problem Statement for Students Blueprint for Teachers Materials List Rubric About CERTL
4	Problem Statement A level 3 hurricane is headed toward the NC coast and is expected to hit at 11:00 p.m. Saturday. The EDC has summoned your DPI team to help with emergency procedures. What actions should you take?
5	Teacher Blueprint Menu
6	Key Facts Forecasters are advising people to leave. Some of the residents are refusing to leave. Emergency procedures are needed to prepare people for impending danger and survival. There is a hurricane rating scale. EDC will update us with statistics
7	Viable Hypotheses Evacuate everyone to a safe location (shelter) Stay at home. Wait for the hurricane to pass before going to the area, Come up with a disaster plan for hurricane emergencies
8	Learning Areas Hurricane levels (Saffrin Simpson Scale) Effects of hurricanes on the environment and the citizens Areas in NC most prone to hurricanes Disaster relief organizations When, where, why and how hurricanes occur Effects on humans from hurricanes
9	Problem Specifics Role: Environmental Team Member Setting: Coastal Area of NC Time Frame: Present Challenge/Outcome: to create an awareness of the disturbances hurricanes cause in our living patterns and on the earth.
10	Presentation Flow / “Cycles” Present the Problem Make a list of Key Facts and Learning Issues Complete Lab Activities Read Books Watch Videos Complete the Final Product
11	Source of Facts During Presentation Books Internet Sites Videos
12	General Notes
13	Resources for Learning Issues Books Internet Sites Videos
14	Lab/Activity Correlates Research recent hurricanes and their impact on area life. Develop a hurricane emergency kit. Contact a SORT (Special Operations Response Team) member and schedule a class visit. Contact the Red Cross Disaster Relief Team and schedule a class visit – ahead of time, prepare questions that will be asked
15	Final Product (Graded) Choose One: Create a play showing the natural disaster and include the cause and effect of the hurricane as well as an emergency plan for the people. Create a first-person narrative from the perspective of someone in the hurricane.
16	Materials List Unit Description and Rubric-2 Ferocious Fires-Tutor-2 Ferocious Fires-Student-1 transparency Furious Floods-tutor-2 Furious Floods-student-1 transparency Horrific Hurricanes-tutor-1 Horrific Hurricanes-student-1 transparency Natural Disaster News Articles-4 Group Assessment-class set Sign Out Forms Evaluations Kicks Up A Storm: A Book About Weather (Magic School Bus) Fred And The Flood Forest Fires Floods! (Weather Channel) Trouble Waters: The Floods of '99 Floods The Mighty Hugo Comes To Town More Freaky Facts About Natural Disasters Animal Rescue: The Best Job There Is (Ready-To-Read: Level 3) Hurricanes!( The Weather Channel) ITEM Magic School Bus Inside A Hurricane Eyewitness: Hurricanes and Tornado Wildfires Eyewitness: Natural Disasters (1997)-Video
17	Rubric A= Student completed all assignments, listened well in class, participated without being asked, worked independently in groups and on individual assignments. B= Student completed almost all of the assignments, listened well in class most of the time, participated most of the time without being asked, worked independently in groups and on individual assignments most of the time. C= Student completed most assignments, listened and participated at least 50% of the time without being asked, worked independently at least 50% and worked neatly. D= Student completed some assignments, had to be prompted by the teacher to listen and participate and worked independently some of the time. F= Student completed few assignments, did not listen or participate in class and was unable to work independently.
18	About CERTL The Center of Excellence for Research, Teaching, and Learning at Wake Forest University School of Medicine Winston-Salem, North Carolina (336) 713-7723 www.certl.org