1. Tom George Unit Portfolio Presentation

2. This unit will focus on using knowledge gained during the weather module to understand what natural disasters we may face, and dive deeply into what our choices are in how we prepare for and react to these disasters. Students will create a video that could be used as a public service announcement regarding a natural disaster or a digital report, and portray key players in the federal and state disaster management agencies reacting to a real-life scenario.

3. Essential Question Are you prepared? Unit Questions Why do we care about the weather and natural disasters? What weather and natural disasters do we need to worry about? Where in the world do they have that kind of weather and natural disasters? How do they deal with that weather and natural disasters?

4. Content Questions What weather and natural disasters do we need to worry about here? What weather and natural disasters have you experienced? Who is responsible for saving us from the weather and natural disasters? What agencies are established to do this? What can you do to prepare for severe weather and natural disasters?

5. This project will help my students develop 21 st century skills through: Learning and Innovation Skills Creativity and Innovation Demonstrating originality and inventiveness in work Communication and Collaboration Articulating thoughts and ideas clearly and effectively through speaking and writing Information, Media and Technology Skills Information Literacy Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand Media Literacy Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions. ICT (Information, Communications and Technology) Literacy Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy Life and Career Skills Flexibility and Adaptability Adapting to varied roles and responsibilities Working effectively in a climate of ambiguity and changing priorities Leadership and Responsibility Using interpersonal and problem-solving skills to influence and guide others toward a goal Leveraging strengths of others to accomplish a common goal Demonstrating integrity and ethical behavior Acting responsibly with the interests of the larger community in mind

6. Purpose of the Anticipation Guide Pre-Assessment To gather information about what students think about the Essential and Unit questions related to the content—to activate their prior knowledge and stimulate interest in the topic. Purpose of the K-W-L Pre-Assessment To determine student prior knowledge regarding unit content What I want to learn from my students? What do students know about the natural disasters? How I have tried to promote higher-order thinking? The anticipation guide asks students to evaluate, apply, and judge based on their own opinions and experiences. The K-W-L chart will be used to help students determine what they need to research about their topics.

7. How the assessment information helps me and my students plan for upcoming activities in the unit?  If students do not have any knowledge of the topic, I will know if I need to direct them to specific websites rather than allow them to search for information without guidance.  Students will be able to use the K-W-L to create questions for research and to gauge their own learning.

8. Help students understand that people react in different ways to natural disasters. Learn about what natural disasters occur in the world and locally. Learn about digital reporting and how it can help students become aware of how media can be used easily to inform and educate.

9.  To think like scientists by:  Exploring multiple natural disasters  Looking at multiple ways to prepare for disasters  Identifying the immediate effects of events  Identifying long-term implications of events  To improve their technology and research skills by:  Asking questions about reliability and accuracy of websites and information sources  Learning to download video, pictures, and music  Use a “digital reporting” program to create a multimedia presentation that is content-rich  Use a online digital site, wikispaces, to share and collaborate

10.  How do I fit in a component where students create a plan for their family that encompasses man-made and natural disasters?

11.  None at this time