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What am I trying to teach the students to know/do?

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What resources will allow me to teach this standard to the fullest extent? Which resources will allow students to see the importance of perspective in telling a story? What type of resources will be comprehensible for children of different backgrounds?

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How will what I am trying to teach align with my standard? What can I do to ensure that all students receive the instruction they need? What do my students need to know to understand this lesson?

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I am placed in a 5th grade math and science class at S Bryan Jennings Elementary for my field experience. I want to curate a unit that can be used in my classroom and possibly relate to my next coaching cycle.

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The children will be reading the book I Survived Hurricane Katrina by Lauren Tarshis. This book is about a boy named Barry who gets separated from his family in the midst of Hurricane Katrina. This story focuses on his journey and survival of one of the most dangerous and deadly storms in history.

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There are many different standards that can be connected to this book. It can be for a science, reading, or social studies lesson.

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Describe how a narrator’s or speaker’s point of view influences how events are described.

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A weather report from August 29, 2005 showing some of the scenes from Hurricane Katrina and providing the public with an update.

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Weather Channel - Hurricane Katrina - Aug 29, 2005 (630am Update)

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This video shows some survivors and their stories from their experience with Hurricane Katrina. Students can compare the survivors' stories with news articles and the reporter.

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Hurricane Katrina Survivor Clung to Trees as House Fell Apart: Part 2

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Informational Article About Hurricane Katrina

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Informational Article About Hurricane Katrina

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This articles gives the general information about Hurricane Katrina. It describes in progression and the aftermath. This article would be a good resource for children to see the difference between the tones and emotions narrators have towards a topic.

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Hurricanes and Hurricane Katrina Reading Activities -

Introduce students to Hurricane formation and Hurricane Katrina in this
reading ELA activity.

Page 1:
Introduction to hurricane formation and hurricane parts.
Includes 8 Fill-In questions for checking for comprehension.

Page 2:
Learn about the 2005 Hurricane Katrina. Reviews the path, damages and
effects of the United States worst hurricane in history.
Includes 8 Fill-In questions for checking for comprehension.

Page 3-4:
Answer Keys

Excellent ELA and Science crossover activity. Nice review or Introduction to
Weather/Hurricane concepts.

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Hurricanes and Hurricane Katrina Reading Activities

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Hurricanes and Hurricane Katrina Reading Activities - Introduce students to Hurricane formation and Hurricane Katrina in this reading ELA activity. Page 1: Introduction to hurricane formation and hurricane parts. Includes 8 Fill-In questions for checking for comprehension. Page 2: Learn about th...

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These can be used by students to help them understand the severity of the storm and the difference narrators make on explaining a topic.

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Hurricane Katrina was the most destructive hurricane to hit the United States. This category 5 hurricane was also the most expensive natural disaster ever to affect the United States.

It caused around $108 billion worth of property damage. It formed on August 23rd 2005 and lasted until August 31, 2005. It originated as a tropical storm over the Bahamas. Katrina had a maximum wind speed of 175 mph. It was the third deadliest hurricane in the US history after Galveston in 1900 and Okeechobee in 1928.
Fast Facts: -

The States most affected by hurricane Katrina where Florida, Louisiana, Alabama and Mississippi.

At least 1800 people died due to Hurricane Katrina and most of them were senior citizens. 705 people are reported as still missing as a result of Katrina.

During this time, 80% of the city of New Orleans flooded to varying depths up to about 20 feet.

It ranks sixth overall in strength of recorded Atlantic hurricanes.

Katrina weakened to a Category 1 hurricane after moving inland over southern and central Mississippi.

During this hurricane, the National Guard was called in to help with evacuations.

According to NOAA, it was one of the largest displacements of a population since the Great Depression.

The New Orleans metro area's population had dropped dramatically, from 1.386 million in 2005 to 1.04 million in 2006.

Katrina and the severe floods caused by this also broke through New Orleans' Levee System.

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Hurricane Katrina was the most destructive hurricane to hit the United States. This category 5 hurricane was also the most expensive natural disaster ever to affect the United States. It caused around $108 billion worth of property damage. It formed on August 23rd 2005 and lasted until August 31, 2005.

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These maps and charts in this link can be used to help students see the data and the impact Katrina had.

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Circumstances were ripe for a catastrophic hurricane a decade ago. Conditions in the Atlantic Ocean made for the perfect breeding ground for a record-breaking season. And New Orleans' ill-equipped levee system meant that tragedy was guaranteed if a hurricane reached the Gulf Coast.

Hurricane Katrina took advantage of the situation to wreck the Big Easy and do more destruction - more than $100 billion - than any storm in U.S. history. The National Oceanic and Atmospheric Administration and other capable mapmakers illustrated in several ways how the storm did irreparable damage to the coast.
Here are 16 maps and charts that show why Katrina became the perfect storm:

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16 maps and charts that show Hurricane Katrina's deadly impact

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Circumstances were ripe for a catastrophic hurricane a decade ago. Conditions in the Atlantic Ocean made for the perfect breeding ground for a record-breaking season. And New Orleans' ill-equipped levee system meant that certain tragedy was guaranteed if a hurricane reached the Gulf Coast.

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What is my lesson going to be? How will I structure it? How can the materials I found be used to help me plan a lesson that aligns with my standard?

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What do I still need? Are the materials I selected meeting the needs of all my students? If not, what can I do to ensure this lesson is equitable for everyone? Are there multiple access points for engagement?

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What am I going to use/not use? What do I need to adjust? What is my plan for implementation with the materials? Are these materials and my instructional design meeting all students' needs?

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Am I prepared to teach this lesson? What do I need to do before I can teach? What do my students need to know/do before I can teach this lesson?

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Step 1: Provide the Students With Background Knowledge

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Step 1: Provide the Students With Background Knowledge

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Before the students start reading I Survived Hurricane Katrina, I will give them a short article about what Hurricane Katrina was. I can use the "Hurricane Katrina In Depth" article from Teachers Pay Teachers to introduce the storm to them. I will set this reading up as a peer reading so lower readers will have the assistance of their peers. I can also have them complete an assignment where they talk to an adult about their experience with the storm. They can either do this at home with a parent/family friend. I can also provide class time for students who do not someone they can talk to outside of school to work on this. In this case, I will arrange for them to meet with a faculty member who can share their experience during Hurricane Katrina. This way, all students will be able to participate in the assignment and learn more about this storm from someone meaningful to them.

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The students will read the story I Survived Hurricane Katrina as a class. Each day, we will take time out of our reading block to read parts of the book. As the students read the story, we will have discussions about who the narrator is, what they are telling us, and how they are feeling. I will create activities and question the students about how they think the narrator is feeling in certain parts of the story and what they would do if they were in Barry's shoes. This way, they will start to build an idea of what Hurricane Katrina was like from Barry's perspective.

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As students finish the book, I will start to introduce other news sources and media outlets that describe the events of Hurricane Katrina. I will give them copies of the different maps used to show to effects of Hurricane Katrina and allow them to watch the weather report from the day the storm hit and stories from the survivors. As I introduce these to the students, I will ask them to compare and contrast what these resources tell them about the storm compared to what Barry describes in our story.

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After the students look at the other sources describing Hurricane Katrina, they will work in groups to create a Venn Diagram explaining the differences between the different sources. Each group will be assigned two different sources to compare/contrast. Some will compare our story with the different maps, others will compare the survivors' stories with the weather report, and so on. While the students will all have different Venn Diagrams, they will all be comparing a source with a personal element and one that is strictly objective. This is so they can see the difference experiencing an event for oneself effects the way one tells a story. After giving the groups time to do this, they will present their work to the class.

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Step 5: Connection of Standard to Personal Lives

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Step 5: Connection of Standard to Personal Lives

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This will be a project that the students will complete. Once they understand the difference the narrator has on a story, they will write two short stories about their lives showing the difference between a story told by someone involved in the experience, and a story told by someone not involved in the experience. For this assignment, students will think about a very sad or scary memory they have. They will write one story explaining how they remember this memory from their experience. In this story, they will be the narrator. They can use words like "I, me, you" because they are the ones telling the story. After giving them some time to complete this part of the project, they will then write the second story. This story is as if they were their parent/guardian experiencing this event. They will write a story about how this other person would experience this event. They would write if any of the events in the story change as people react to things differently. The goal of this activity is for students to apply their knowledge about how the narrator controls the events in the story to their own lives.

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Step One:

Print out copies of the articles for each student.

Create interview assignment instructions and questions.

Create a rubric for this assignment.

Arrange for students to interview faculty members.

Step Two:

Create activities that allow students to reflect on the narrator's feelings and thoughts throughout parts of the book.

Create rubrics for these assignments.

Step Three:

Create a PowerPoint that holds the links to the videos I am providing and pictures of the maps I would like the students to analyze.

Send this link to the students.

Create class time for the students to watch these videos and analyze the maps with groups.

Step Four:

Create assignment instructions for the Venn Diagram compare and contrast.

Create groups for this assignment and select which groups will do what resources to compare and contrast.

ELL and other struggling readers will compare/contrast resources that are shorter in length or completely visual. This is to help them not become overwhelmed.

Create a rubric for this assignment and the presentation.

Step Five:

Create the instructions and guidelines for this assignment.

Create examples to give to the students.

Create a rubric to go with this assignment.

Step Six:

Create assignment directions for the family preparedness plan.

Create an example of the family preparedness plan.

Create a rubric for the family preparedness plan assignment.

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Before I am to start this unit, the students will need to know about Hurricane Katrina. If they do not, I have an article prepared for them to give them the information they need to understand the story and the subsequent activities.

They will also need to know about the different points of view and how they are different from one another. They will also need to know the different author's purposes. This information can be taught before this unit and/or reviewed at the beginning.

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Before completing the CT component, the students will need to understand why they should make a family preparedness plan. They need to understand that hurricanes can be deadly and unpredictable, thus they should be ready in case of emergency. In addition, they also need to understand the definition of computational thinking, algorithm, and decomposition as this activity is essentially writing an algorithm and decomposing a problem.

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ELL Learners (Addresses Issues of Equity in CT Activity)

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ELL Learners (Addresses Issues of Equity in CT Activity)

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For ELL students, I can put the subtitles in the videos they are watching in their native language so that they can understand what is happening along with the rest of their peers. I can also provide them with a translated copy of the instructions for the assignments in this unit. In addition, the use of videos and images allows them to understand what is happening as they do not have to translate from English but can look at the pictures. In the Venn Diagram compare/contrast, they will get mostly visual and the shortest reading articles as I do not want them to get overwhelmed or be confused because of the English.

In the CT Activity, can provide them with translated instructions and articles to help them complete this activity. They may not understand what is being asked/said because of the language barrier, thus I want to remove this obstacle to help them develop CT skills.

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While this unit is nowhere close to being finished, I feel as if this unit will be engaging for all students, regardless of their abilities. I will provide them with background knowledge, meaningful activities that will allow them to see the impact of Hurricane Katrina, and many ways for them to see and understand the standard.

It will also allow them to explore computational thinking skills in a way that is unplugged and meaningful to their lives as hurricanes are a huge issue in Florida. They will be able to build skills such as algorithmic thinking, decomposition, logic, and evaluation while creating something that could possibly save their lives one day.

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There is not a lesson plan created as this is a whole unit. This unit will consist of multiple lesson plans that will come together to incorporate all of the resources and activities I have described.

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For gifted students, I can allow them to conduct deeper analysis on the topics presented to the class. For example, on the writing activities, I can challenge them to write more than the rest of their peers. I can also have them explain topics in more detail or answer higher-level questions. On the compare/contrast activities, I can have them complete a Venn Diagram with not just two resources, but four. This makes it more challenging for them and requires more discussion. By altering the activities like this, I can have them complete the same lessons as the rest of their peers, but at their level.

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I will use almost all of the resources that I found in the Collection. On the link to the website with the maps and data about Hurricane Katrina, I will not use all the maps and charts provided. I will only use a select few that are easier to read and explain topics such as the path of trajectory or rain amounts. This way, the students are not overwhelmed by the information or confused. I believe that my materials are meeting the needs of all my students. They combine reading and visuals for the ELLs and lower-performing readers. In addition, they are realistic and some of them are historic. This will gain the attention of the students and allow them to be meaningful to their lives.

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By incorporating activities that are personal and meaningful, student who get off-task easily will be more inclined and willing to participate and engage with the lessons because they find it interesting. It won't just be writing or reading, but the activities I have planned involve discussion and engagement. Some students may have family who had to relocate after Hurricane Katrina and this will allow them to tell their story. Their peers will find it interesting to hear about how their peers can relate to this event they are learning about. Overall, the meaningfulness and relatability of this module allow students with the tendency to get distracted to be engaged in the content.

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Low Income/Homeless Students (Addresses Issues of Equity in CT Activity)

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Low Income/Homeless Students (Addresses Issues of Equity in CT Activity)

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For students that struggle with low income or homelessness, the family preparedness plan may be embarrassing for them to share with their peers as they may not be able to afford certain supplies or now know where will they be at the time of an emergency situation. Therefore, this is why they will not be presenting this assignment to their peers. I do not want the students to be ashamed or embarrassed. I will be the only one who sees their work. In addition, that is why they will be graded on their ability to create a thought-out plan (where to go, what to bring) rather than if they include many materials (flashlight, batteries, etc). What matters to me is that they develop CT skills while creating something meaningful for the students. If they are creating a plan that doesn't align with their personal lives at all, it won't be useful or meaningful.

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Students Lack of Access to Technology (Addresses Issues of Equity in CT Activity)

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Students Lack of Access to Technology (Addresses Issues of Equity in CT Activity)

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In all the activities where the students need access to technology or Internet access to complete an assignment, I can allow sufficient time in class for them to work on these assignments. Additionally, if they just need resources from an online source, I can print these out for the students, allowing them to work on the activities at home. This way, all students will be able to partake in the same assignments as their peers.

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Yes, there are many different access points for engagement. Conducting interviews, watching videos, looking at maps/charts, reading differentiated articles, telling personal stories, group work, and reading a high-energy action packed book are all the different access points in this unit. Each of these things allow different types of students to be pulled into this unit and stay engaged. I believe that all of these resources allow for the student to be active in this unit and get a solid sense of understanding for the standard.

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Design a family preparedness plan for natural disasters and identify the reasons for having such a plan

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Step 6: Connection of Science Standard to Personal Lives (CT Incorporation)

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Step 6: Connection of Science Standard to Personal Lives (CT Incorporation)

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The students will then take what we have been talking about in science and what we have read in the book to create a family preparedness plan. It will focus on Hurricanes as we live in Florida and have been talking about hurricanes. They will design this plan and then share it with their families. In this plan, they must list step-by-step what they will do in case of a hurricane. They must be detailed and logical. The goal is for the students to develop an idea of Hurrican safety precautions and to build CT skills such as Algorithmic Thinking (step-by-step), Decomposition (breaking down the solution into many steps), Evaluation (is this solution this best solution and feasible), and Logic (what you know about the destruction of Hurricane to determine what supplies they may need).

To provide them with the background knowledge to complete this activity, we will read the Family Emergency Plan article and review the list of suggested supplies in the Build A Kit article. They can use both of these resources to help them design their plan.

Another component of this step is addressing the terms algorithm and decomposition. I will teach the students about what this means and that this activity is an example of it before the students complete it. They will understand that this is meant to help them build computational thinking skills rather than be a writing assignment, which is why they will turn it in with a bullet format.

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In this unit, I can implement CT by having the students be meteorologists by having them create a step-by-step plan in case there was ever a hurricane (CT Skills: Algorithmic Thinking, Decomposition, Evaluation, Logic). This will allow the comprehend the complexities behind actions, the logical order of events, and provide opportunities for critique and reflection.

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Hurricane Preparation List (CT Incorporation)

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Hurricane Preparation List (CT Incorporation)

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This is the Build A Kit hurricane preparation list by the United States Government.

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After an emergency, you may need to survive on your own for several days. Being prepared means having your own , and other to last for several days. A disaster supplies kit is a collection of basic items your household may need in the event of an emergency.

Make sure your emergency kit is stocked with the items on the checklist below. Download a printable version to take with you to the store. Once you take a look at the basic items consider what unique needs your family might have, such as supplies for pets or seniors.

Emergency Supply List

Basic Disaster Supplies Kit

To assemble your kit store items in airtight plastic bags and put your entire disaster supplies kit in one or two easy-to-carry containers such as plastic bins or a duffel bag.

A basic emergency supply kit could include the following recommended items:

Water (one gallon per person per day for several days, for drinking and sanitation)

Food (at least a several-day supply of non-perishable food)

Battery-powered or hand crank radio and a NOAA Weather Radio with tone alert

Flashlight

First aid kit

Extra batteries

Whistle (to signal for help)

Dust mask (to help filter contaminated air)

Plastic sheeting and duct tape (to shelter in place)

Moist towelettes, garbage bags and plastic ties (for personal sanitation)

Wrench or pliers (to turn off utilities)

Manual can opener (for food)

Local maps

Cell phone with chargers and a backup battery

Additional Emergency Supplies

Consider adding the following items to your emergency supply kit based on your individual needs:

Soap, hand sanitizer and disinfecting wipes to disinfect surfaces

Prescription medications. About half of all Americans take a prescription medicine every day. An emergency can make it difficult for them to refill their prescription or to find an open pharmacy. Organize and protect your prescriptions, over-the-counter drugs, and vitamins to prepare for an emergency.

Non-prescription medications such as pain relievers, anti-diarrhea medication, antacids or laxatives

Prescription eyeglasses and contact lens solution

Infant formula, bottles, diapers, wipes and diaper rash cream

Pet food and extra water for your pet

Cash or traveler's checks

Important family documents such as copies of insurance policies, identification and bank account records saved electronically or in a waterproof, portable container

Sleeping bag or warm blanket for each person

Complete change of clothing appropriate for your climate and sturdy shoes

Fire extinguisher

Matches in a waterproof container

Feminine supplies and personal hygiene items

Mess kits, paper cups, plates, paper towels and plastic utensils

Paper and pencil

Books, games, puzzles or other activities for children

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These resources teach you to build an emergency kit filled with the items you need to survive on your own for several days after a disaster. After an emergency, you may need to survive on your own for several days. Being prepared means having your own food, water and other supplies to last for several days.

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Making a Family Emergency Plan (CT Incorporation)

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Making a Family Emergency Plan (CT Incorporation)

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This article describes the different components to include in a family emergency plan and why they are important. Would be a good guide for students and shows them where to find this information for their families at home.

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Introduction

When an emergency or disaster occurs, will you be ready? It is critical that you create a family disaster plan to keep you and your family safe, protect your property, and build your community's resilience.

Develop a plan with the members of your household to prepare for what to do, how to find each other, and how to communicate in an emergency. Be sure your plan addresses the special and/or medical needs for you and your family. You should:

Establish Meeting Locations

Select two family meeting locations where your family can reunite after a disaster.

Choose one close to home

Second farther away, in case you are asked to evacuate or can't return to the area

Develop an Emergency Contact Plan

Ask an out-of-state friend or relative to serve as your family's emergency contact. After a disaster, it is sometimes easier to call long distance to unaffected areas.

Provide every family member with the name, address, and phone number of the emergency contact and make sure each family member has a cellphone or a prepaid phone card.

Inform your emergency contact of any family member's special needs or medical issues.

List emergency contacts in cellphones as "ICE" (in case of emergency), which will make it easier for emergency management personnel to contact the right person in case of an emergency responder needs to make a call on your behalf.

Identify alternate communications methods:

Show all family members how to text message, as it may be easier to send a text than make a call during an emergency.

Learn how to use social media, which can be an effective tool to let friends and family know your location and status.

See the American Red Cross's Contact Loved Ones for ways to help family members connect after a disaster.

Learn How to Receive Emergency Alerts and Information

Receiving advance warnings for severe weather, timely emergency alerts, and information during a disaster is critical to staying safe during an emergency. Every family should have multiple methods for receiving emergency alerts, including at least one with an audible alert to wake you in the middle of the night.

Plan How to Evacuate

Identify and practice how you will exit your home.

Establish possible evacuation routes to ensure you are able to get to your designated meeting location(s).

Identify available modes of transportation.

Make arrangements with family, neighbors, friends, or local government if you don't have personal transportation.

If you need assistance, contact your local public safety official to make them aware of your needs.

Review tips to safely evacuate.

During COVID-19, your family emergency plan should include what you might do differently given the public health guidance.
Your plan to evacuate should include where you might evacuate to (such as a relatives' home, hotel, etc.) given your family's circumstances.

Plan How to Shelter in Place

Designate safe room(s) within your home. They should have:

as few windows or doors as possible; and

access to television, radio, and telephones.

Make sure you have necessary supplies and can access your emergency kit.

If you receive medical treatments or home health care services, work with your medical provider to determine how to maintain care and service if you are unable to leave your home for a period of time.

Review tips to safely shelter in place.

Consider Everyone's Needs

Plan for everyone in your household, including individuals with access and functional needs, seniors, children, and pets.

If you or someone close to you has a disability or other access or functional need, you may need to take additional steps to prepare yourself and your family.

Pets are important members of many households, and like people, they are affected by disasters. Include your pets and animals in your emergency plans.

Practice Your Plan with Your Household

Practice your emergency plan at least 2-3 times a year with all members of your family.

To practice your plan, test your emergency communications plan, assemble at your meeting locations and practice your evacuation routes.

Update your plan with any changes, if necessary, after you practice.

Consider Other Plans

Familiarize yourself with the emergency plans that are in place at your workplace, children's school or daycare, or other places where your family spends time.

If no plans exist at these places, consider volunteering to help develop one. You will be better prepared to safely reunite your family and loved ones during an emergency if you think ahead, and communicate with others in advance.

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When an emergency or disaster occurs, will you be ready? It is critical that you create a family disaster plan to keep you and your family safe, protect your property, and build your community's resilience. Develop a plan with the members of your household to prepare for what to do, how to find each other, and how to communicate in an emergency.

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The two resources in the Collection stage that I collected for the CT activity will be used. They will help students understand the components of a family emergency plan and what they might need to include in theirs (both materials and steps). I believe that the outline for the Family Emergency Plan article will be helpful for students to navigate and visualize all the elements they will need to include in their plan. I also believe that it will be beneficial in helping students create a logical order for their plan. In addition, the outline and the bulleted format of the Build A Kit article will help ELLs and struggling readers comprehend what is being said. The language in both of these articles is relatively simple, allowing them to be easily understood.

The other resources for the literacy parts of this curation help the students understand the disastrous effects of hurricanes, which will then help them understand the importance of creating this plan.