Web viewNational Hurricane Center's site for hurricane preparedness. Includes sample family disaster...

Profile SheetPBL Lesson Plan for Diverse Learners

Teacher: Mrs. Ann GingellTopic: WeatherPrimary Subject Area: ScienceOutside Subject Area: Language ArtsClass and Level Science, AdvancedGrade Level: 5th grade

Title: County Officials Question: Is Gulf County prepared for the next Hurricane Katrina?

Description of Student Roles and Problem Situation:

Students become medical personnel and Public Works personnel in Gulf County, Florida. The County Commissioners are anxious about readiness as it is the start of another hurricane season. The medical and Public Works personnel receive a memo from the Commissioners, along with a copy of the Gulf County Mitigation Strategies Evaluation and the 2011-2013 Public Health and Health Care Preparedness (PHHP) Strategic Plan. The County Commissioners are expecting a presentation from each department at the next County Commissioners meeting.

Adaptations for Student from Non-Western culture:

1. Since students from different ethnic and cultural backgrounds bring their own learning styles and cultural assumptions to the classroom, the teacher will take time to research and learn about the students' background, assumptions and expectations in the classroom. In conversing with the student, the teacher will determine the following things:

a. Speaking Up: Whether or not the student subscribes to a high-context society in which there are many rules and people say less, or a low context society that depends on explicit verbal messages.

b. Tracking Time: Whether or not the student subscribes to monochronic, meaning that people do one thing at a time and adhere to schedules, or polychronic, where people do several things at a time, put interpersonal needs over schedules, and may view time as an invasion of self.

c. Physical Self: What kinds of gestures the student uses — for example, beckoning someone is offensive in some cultures — and the amount of personal space they need to feel comfortable.

d. Personal Interaction: How the student views cooperation, competition and discipline. 2. When in doubt about the appropriateness of certain materials, the teacher will consult others. The

teacher will form a committee of educational professionals and parent volunteers to evaluate the authenticity of questionable material.

3. The teacher will then align instructional techniques with the student’s learning style.

Adaptations for ESOL Student:

1. All project materials will be provided in the student’s native language.2. A dedicated computer will be provided for the student that houses translation software and online native

language dictionaries.3. Teacher will employ specific questioning techniques to enhance learning; such as comparing, elaborating,

predicting, synthesizing, and evaluating.4. Student will be deliberately placed in a group with a tutor/peer buddy, who will assist the ESOL student.

Title, Learner Characteristics, and Sunshine State Standards Sample ComponentPBL Lesson Plan for Diverse Learners


Title: County Officials Question: Is Gulf County is prepared for the next Hurricane Katrina?

Primary NG Sunshine State Standards: Earth and Space Science, Big Idea 7: Earth Systems and Patterns.

SC.5.E.7.3: Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time. Moderate Cognitive Level.

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. Moderate Cognitive Level.

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. High Cognitive Level.

Outside Subject Area NG Sunshine State Standards: Reading/Language Arts, Information and Media Literacy.

LA.5.6.3.2: The student will use a variety of reliable media sources to gather information effectively and to transmit information to specific audiences.

Learner Characteristics of Elementary Grades Students:

Physical: Since the elementary grade period is relatively calm and predictable in terms of physical development, this lesson is ideal for introducing students to the practice of researching a topic. (p.79) This lesson takes advantage of the fact that fourth and fifth grade students are more capable of sitting quietly for extended periods and concentrating on an intellectual task by requiring students to work on a computer doing research. In addition, hormonal imbalances are absent so it is a good time to let students work, interact and solve problems with the opposite gender.

Social: During the elementary grades, peer groups become more powerful and begin to replace adults as the major source of behavior standards and recognition achievement. (p.79) This lesson will address the tendency of children at this age to be more interested in getting along with one another without adult supervision by dividing the students into small groups and allowing them the freedom to research and develop their own solution to the problem. Although they will have some direction and supervision, this project will help ease them into the transition from adult focused behavioral norms to peer focused behavioral norms.

Emotional: At this stage of emotional development, students in the fourth and fifth grades are developing a more comprehensive and complicated self-image. To help foster a positive self image, this lesson requires students to interact with their peers in class and with students from another country (via e-mail). The lesson will challenge them and help reinforce the value of emotional rewards for a job well done. In interacting positively with others and contributing to the project, it will enhance the student’s self-concept of themselves.

Cognitive: This lesson is designed to allow elementary grade students, who reason logically but concretely, (p.81) to begin to develop an understanding for general and abstract ideas. Hence, the lesson is based on tangible ideas that the students have experienced. Students experience the weather every day. This lesson takes those experiences and challenges students to use their critical thinking skills to determine if Gulf County is prepared for the next hurricane.

Cognitive: On tasks that require more complex memory skills, the elementary age student exhibits a more limited performance. (p.82) This lesson exposes the student to moderate and high level concepts as outlined in the NGSSS to give the student the opportunity to start developing critical thinking, analysis and problem solving skills. Although there is a debate about the importance of teaching process over content, it seems that the importance of HOTS is growing rapidly. It is necessary for students to master these higher order skills, as the concept of higher order thinking skills (HOTS) has become a major educational agenda item.

Learning Outcomes, Student Role & Problem Situation, Meet the Problem MethodPBL Lesson Plan for Diverse Learners





Learning Outcome: Given a computer and blank Weather Journal (example below), student will visit the NASA web site and view the How Weather Data Is Collected video http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/How_Weather_Data_Is_Collected.html and visit http://www.weatherwizkids.com/ in order to start and keep a Weather Journal daily for one week, where they will record temperature, humidity, barometric pressure, wind speed, wind direction, and beach flag warning level; and analyze the weather to assign daily precipitation levels, cloud cover and weather alert level. with 100% of the data filled in and no less than a 90% accuracy. Analysis.


Learning Outcome: After reading and discussing the Meet the Problem document and given a computer, email login and password, and a ‘pen-pal’s’ email address, student will prepare a list of at least four accurate questions about hurricane preparedness to email to another fifth grade student at Benjamin Franklin Elementary Mathematics and Science School in New Orleans, LA in Mrs. Brumfield’s fifth grade Science class. Synthesis.

http://www.weatherwizkids.com/

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/How_Weather_Data_Is_Collected.html




Learning Outcome: Given a computer and/or recording equipment, student collaborates in a small group to produce a hurricane preparedness presentation containing the following information:

1. What are the weather characteristics of a hurricane? 2. Does Gulf County participate in the NOAA Weather Alert System? 3. Has Gulf County ever had a hurricane? 4. Explain in general what can be done to prepare Gulf County for a hurricane. 5. Explain at least three things that Gulf County needs to do from your role’s perspective to

prepare for a hurricane.

Presentation may be a PowerPoint slide show or a television spot. Evaluation.

Description of Student Roles and Problem Situation: Students become medical personnel and Public Works personnel in Gulf County, Florida. The County Commissioners are anxious about readiness as it is the start of another hurricane season. The medical and Public Works personnel receive a memo from the Commissioners, along with a copy of the Gulf County Mitigation Strategies Evalution and the 2011-2013 Public Health and Health Care Preparedness (PHHP) Strategic Plan. The County Commissioners are expecting a presentation from each department at the next County Commissioners meeting.

Meet the Problem Documents: The County Commissioners Memo and Gulf County Mitigation Strategies, are both utilized as “meet the problem” documents.

COUNTY COMMISSIONERS MEMO

To: Gulf County Public Works Division, Gulf County Health DepartmentFrom: Gulf County Board of CommissionersDate: May 25, 2011Re: Gulf County Hurricane Preparedness

On May 19, 2011 the National Oceanic and Atmospheric Association (NOAA) issued a press release predicting an above normal Atlantic hurricane season. As we learned with Hurricane Katrina, being prepared for a natural disaster can literally be a question of life or death. There are just over 16,000 residents in Gulf County who depend on the county government in times of crisis.

We would like you to work together to advise whether or not, from your department’s perspective, Gulf County is prepared for a hurricane. The staff at the Gulf County Emergency Operations Center is at your disposal. You may consult the Gulf County Mitigation Strategies Evalution and the 2011-2013 Public Health and Health Care Preparedness (PHHP) Strategic Plan (enclosed) to find possible shortfalls.

Please be prepared to share your findings at the next County Commissioners meeting on June 8, 2011 at 6:00pm.

GULF COUNTY MITIGATION STRATEGIES

The following tables provide further information regarding Mitigation Goalsand Policies in Gulf County. Each table presents the local policies of the county, Port St.Joe and Wewahitchka that support hazard mitigation and the corresponding locations injurisdictional documents.

Policies Location NotesBy the year 2000, the vacant/undevelopedland use acreage (presently 860 acres) will decrease in order for the land use categories to accomplish the projected growth. Development of this land will require provisions for drainage and storm water management in compliance with State regulations. Open space provisions, as wellas safe and convenient on-site traffic flowprovisions will be required for developmentsunder the City's adopted land development regulation.

Land UseElement

Policy 1.1.1:

There is a missed opportunity to describe provisions such as storm water and drainage as an issue of local health and safety.

The City will utilize land development reviewprocedures which encourage mixed landuses when beneficial, to include conservation uses and natural groundwater aquifer recharge areas.

Land UseElement

Policy 1.3.5

Few projects havebeen large enough toaccommodatemultiple or mixed land uses.

The City will protect potable water wellfieldsand natural groundwater aquifer rechargeareas by working with the Northwest FloridaWater Management District to developprotective measures such as a radius bufferzone around the existing public supply wellswill be located to avoid the potential fordegradation of groundwater due to the closeproximity of the saltwater/freshwaterinterface both coastward and within theaquifer. Management of pollutant sources will be controlled by provision of or reference to specific requirements that shall include, but not be limited to, zoning ordinances, source permitting, prohibition and site plan review.

Land UseElement

Policy 1.5.1:

Supply wells for City water are near the Intercoastal (GulfCanal). This area along the canal is largely zonedindustrial and commercial. This area is mostlyundeveloped, but as it is developed, this policy should be used to protectwellheads and groundwater quality.

The City will address areas subject toseasonal and periodic flooding and providefor drainage and stormwater managementthrough provision of (by means of Code orland development regulations) or referenceto specific requirements and/or standards for construction in designated flood-prone areas

Land UseElement

Policy 1.6.5:

The City will institute a water distribution leakprevention program in an effort to conserveour natural resource, "water." In addition,water customers will be continuouslyinformed to conserve water for conservationsakes. Programs instituted by the WaterManagement District, such as alternateirrigation program, will be supported by theCity.

Infrastructure

Policy 1.1.17:

This has not beendone. However, Cityis actively pursuing aleak prevention grantfor sewer system piping.

Repair and Replacement projects for thePlanning Period 1990 through 2000 will bemet by establishing an annual budget for:a) $40,000 per fiscal year for repairing orreplacing old and defective sewer pipes andmanholes, on an as needed basis to bedetermined by the Public Works Department.b) $5,000 per calendar for replacingpotable water distribution pipes under 6’’diameter, on an as needed basis to bedetermined by the Public Works Department.c) Fiscal Years 1993 and 1994 a budget$65,000 per year will be established toinclude not only annual repair andreplacement but funds to update the Drainage Master Plan

InfrastructureOBJECTIVE

2.3:

Still looking fortechnique toestablish which pipesare leaking. Smoketest is one possibilitythat has beenexamined. Notedthat someunsuperviseddemolition crewsfailed to cap sewerlines after houseswere demolished.Now it is always done.

Specific and detailed provisions for the sitingof marinas shall be included in the landdevelopment regulations. Such provisions

CoastalElement

This is done and isdemonstrated in CityMarina complex

shall include, but not be limited to, thefollowing criteria:1. Demonstrate the presence of sufficientCoastal Element Policy 1.8.2: This is done and is demonstrated in City Marina complexcurrently under construction. It may be good to establish upland area to accommodate parking, utility and support facilities;2. Provide a hurricane mitigation andevacuation plan;3. Be located in proximity to naturalchannels so that minimum or no dredgingshall be required for provision of dockingfacilities.4. Maintain water quality standards asprovided by Chapter 403, Florida Statutes;5. Demonstrate that it meets a public needthereby demonstrating economic viability/feasibility.

Policy 1.8.2:currently underconstruction. It maybe good to establish a periodic review ofmarina hurricanemitigation and evacuation plan

EXCERPTS FROM THE 2011-2013 PUBLIC HEALTH AND HEALTH CARE PREPAREDNESS (PHHP) STRATEGIC PLANSection I: 2011-2013 PHHP Strategic Goals,Objectives, Strategies and Projects 4Goal #1 – Prepare 4Objective 1.1 – Risk Management Capability 4Objective 1.2 – Planning Capability 5Objective 1.3 – Training and Exercises 6Objective 1.4 – Information Sharing and Dissemination Capability 7Goal #2 – Incident Management 8Objective 2.1 – Emergency Support Function #8 (ESF8) Capability 8Objective 2.2 – Interoperable Voice and Data Communications Capability 9Goal #3 – Surge Management 10Objective 3.1 – Emergency Triage and Pre-Hospital Treatment Capability 10Objective 3.2 – Medical Surge Capability 11Objective 3.3 – Medical Logistics Capability 12Objective 3.4 – Volunteer Management Capability 13Objective 3.5 – Fatality Management Capability 14Goal #4 – Countermeasures and Mitigation 15Objective 4.1 – Responder Safety and Health Capability 15Objective 4.2 – Mass Prophylaxis Capability 16Objective 4.3 – Isolation and Quarantine Capability 17Goal #5 – Detection Surveillance and Investigation 18Objective 5.1 – Epidemiological Surveillance and Investigation Capability 18Objective 5.2 – Laboratory Testing Capability 19Objective 5.3 – Chemical Biological Radiological Nuclear and Explosive (CBRNE)Detection Capability 20Objective 5.4 – Environmental Health Capability 21Goal #6 – Community Resilience 22Objective 6.1 – Community Health Care System Resilience Capability 22Objective 6.2 – Community Preparedness and Participation Capability 23Objective 6.3 – Mass Care Capability 24Objective 6.4 – Critical Infrastructure Protection Capability 25

Section II: The Path to Preparedness 26Section III: Celebrating Our Successes 29Section IV: The Journey Continues 41Section V: Acknowledging Our Partners 43

Appendix A: 2011-2013 PHHP Proposed Measures of Success 44

Objective 1.3 – Training and Exercises Desired Outcome: Training and exercises are targeted to close priority gaps in readiness. Status: No Enhancement Strategies .

Objective 2.1 - Emergency Support Function #8 (ESF8) Capability Desired Outcome: The event is effectively managed through multi-agency coordination for a pre-planned or no-notice event.. One Enhancement Strategy.

Objective 3.3 - Medical Logistics CapabilityDesired Outcome: Critical medical supplies and equipment are appropriately secured, managed, distributed and restocked in a timeframe appropriate to the incident. Status: No Enhancement Strategies

Problem Statement, Know/Need to Know Boards, Possible ResourcesPBL Lesson Plan for Diverse Learners





Learning Outcome: Given a computer and blank Weather Journal (example below), student will visit the NASA web site and view the How Weather Data Is Collected video http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/How_Weather_Data_Is_Collected.html and visit http://www.weatherwizkids.com/ in order to start and keep a Weather Journal daily for one week, where they will record temperature, humidity, barometric pressure, wind speed, wind direction, and beach flag warning level; and analyze the weather to assign daily precipitation levels, cloud cover and weather alert level, with 100% of the data filled in and no less than a 90% accuracy. Analysis.





Learning Outcome: Given a computer and/or recording equipment, student collaborates in a small group to produce a hurricane preparedness presentation containing the following information:



Presentation may be a PowerPoint slide show or a television spot. Evaluation.


Meet the Problem Documents: The County Commissioners Memo, 2011-2013 Public Health and Health Care Preparedness (PHHP) Strategic Plan and Gulf County Mitigation Strategies are all utilized as “meet the problem” documents.

Problem Statement:

How can we, as Gulf County Health Department and Public Works Employees, determine if our departments are prepared for the next hurricane in such a way that: We can provide safe drinking water for all residents within twenty-four hours, We can minimize all effects of a storm surge, We can ensure mass health care capability (incl. medicine, routine and trauma), We can present our findings at the Gulf County Commissioners meeting on June 8, 2011.

Need To Know Board:

KNOW NEED TO KNOWThe National Oceanic and Atmospheric Association (NOAA) is predicting an above normal Atlantic hurricane season.

Are there training and exercises conducted by the Health Department targeted to close priority gaps in readiness?

Gulf County does have a 2011-2013 Public Health and Health Care Preparedness (PHHP) Strategic Plan.

Can hurricane medical relief efforts be effectively managed through multi-agency coordination?

Gulf County does have a Mitigation Goals and Policies Document.

Can critical medical supplies and equipment be appropriately secured, managed, distributed and restocked in a timeframe appropriate for a hurricane?

Gulf County has over 16,000 residents who could require assistance in the event of a hurricane.

Does Gulf County have enough medical supplies stockpiled in the event of a hurricane?

Gulf County does have an Emergency Operations Center that monitors weather developments.

Are the Gulf County Emergency Operations Center personnel available for questions or clarification purposes?

Vacant/undeveloped land use acreage in Gulf County has not decreased significantly under 860 acres.

Are there provisions for storm water and drainage in reference to an issue of local health and safety?

At the time the Gulf County Mitigation Goals and Policies Document was published, the city of Port St. Joe had not instituted a water distribution leakprevention program in an effort to conserve water.

Has the city of Port St. Joe received a leak prevention grant for sewer system piping to prevent water distribution leaks? If so, has it been implemented?

Gulf County budgeted for repair and replacement projects, including replacing potable water distribution pipes on an as needed basis to be determined by the Public Works Department.

Have the repairs and replacements of potable drinking water pipes been completed?

The 2011-2013 PHHP Strategic Plan addresses the issue of the number of volunteers and subsequent training required for Gulf County in the event of a hurricane.

Are there enough trained volunteers to execute any emergency preparedness plan for the Health Department?

The Health and Public Works Departments of Gulf County must share their findings at the next County Commissioners meeting on June 8, 2011 at 6:00pm.

In the event of a hurricane, is the Health Department ready to develop, coordinate and distribute useful, reliable and timely public health and health care information to the

public, responders and others across the county?

Possible Resources:

Printed Material: Weather Analysis Tools: Word document that includes kid-friendly tables to help students

categorize information in their weather journals. Includes the Hazardous Weather Statements (difference between watch/warnings), Beaufort Wind Scale, Saffir-Simpson Hurricane Scale and the Maritime Advisory Scale.

County Documents: Gulf County Local Mitigation Strategy (LMS) 2011-2013 Public Health and Health Care Preparedness (PHHP) Strategic Plan

Newspaper or E-Zine Articles Red Cross Preparing For Busy Hurricane Season. American Red Cross April 7, 2011.

http://www.midfloridaredcross.org/detalle_noticias.asp?SN=5942&OP=5944&id=8345&IDCapitulo=9b23psxu4i

Videos NASA for Kids: How Weather Data Is Collected video:


Community Resources Gulf County Emergency Operations Center. Student Contact: Stephanie Richardson, Staff Assistant.

(850) 229-9110. 1000 Cecil G. Costin, Sr. Blvd, Building 500, Port St. Joe, FL 32456. E-mail: [email protected].

Gulf County Public Works Department. Student Contact: Joe Danford, Director. (850) 227-1401. 1001 10th Street, Port St. Joe, FL 32456. E-mail: [email protected].

Online

Site and Link Resource DescriptionWeather Wiz Kids:http://www.weatherwizkids.com/

Web site designed by a meteorologist especially for kids to allow them to learn more about the world of weather.

Florida Department of Health:http://www.doh.state.fl.us/demo/php/index.html

Includes the following links:Diseases and Other ThreatsStrategic National Stockpile and Mass Dispensing CourseHealth Preparedness and Response BasicsHospital PreparednessHurricane & Severe Weather InformationStrategic PlanningTraining and Exercise Planning

http://www.fema.gov/kids/ready.htm This site, sponsored by the Federal Emergency Management Agency (FEMA), has multiple pages designed to inform

children about natural disasters and preparedness.

http://www.weather.gov/os/severeweather/resources/ttl7-09.pdf

This PDF includes information about family preparedness plans and safety rules, and information about thunderstorms, tornadoes, and lightning such as facts, when and where they occur, and how they form.

http://www.nhc.noaa.gov/HAW2/english/prepare/family_plan.shtml

National Hurricane Center's site for hurricane preparedness. Includes sample family disaster plan, checklist for supply kit, and links to background knowledge about storm surges, flooding, and high winds.

http://www.dep.state.fl.us/cmp/programs/flags.htm

Beach Warning Flag Program

http://www.redcross.org/portal/site/en/menuitem.53fabf6cc033f17a2b1ecfbf43181aa0/?vgnextoid=53f0779a32ecb110VgnVCM10000089f0870aRCRD&currPage=a413d7aada352210VgnVCM10000089f0870aRCRD

Red Cross Hurricane Preparedness Portal. Kid friendly safety checklists, hurricane definitions and differences between watches and warnings.

Capstone PerformancePBL Lesson Plan for Diverse Learners





Learning Outcome: Given a computer and blank Weather Journal, student will visit the NASA web site and view the How Weather Data Is Collected video http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/How_Weather_Data_Is_Collected.html and visit http://www.weatherwizkids.com/ in order to start and keep a Weather Journal daily for one week; where they will record temperature, humidity, barometric pressure, wind speed, wind direction, and beach flag warning level; and analyze the weather to assign daily precipitation levels, cloud cover and weather alert level, with 100% of the data filled in and no less than a 90% accuracy. Analysis.





Learning Outcome: Given a computer, students collaborate in a small group to produce a hurricane preparedness presentation containing the following information:



Presentation will be a PowerPoint slide show. Evaluation.



Problem Statement:

How can we, as Gulf County Health Department and Public Works employees, determine if our departments are prepared for the next hurricane in such a way that: We can provide safe drinking water for all residents within twenty-four hours, We can minimize all effects of a storm surge, We can ensure mass health care capability (incl. medicine, routine and trauma), We can present our findings at the Gulf County Commissioners meeting on June 8, 2011.

Need To Know Board:




















In the event of a hurricane, is the Health Department ready to develop, coordinate and distribute useful, reliable and timely public health and health care information to the public, responders and others across the

county?

Possible Resources:








Community Resources Board of County Commissioners. Student Contact: Bill Williams, Vice-Chairman. 1000 Cecil G. Costin,

Sr. Blvd., Port St. Joe, FL 32456. (850) 227-6442. E-mail: [email protected]. Gulf County Emergency Operations Center. Student Contact: Stephanie Richardson, Staff Assistant.


Gulf County Health Department. Student Contact: Marsha Player, M.S.N., A.R.N.P., Administrator. 2475 Garrison Avenue, Port Saint Joe, Florida 32456. (850) 227-1276.


Online





http://www.fema.gov/kids/ready.htm This site, sponsored by the Federal Emergency Management Agency (FEMA), has multiple pages designed to inform children about natural disasters and preparedness.









Capstone Performance Description:

The capstone performance for the problem contains both a) an individual report and b) a group oral presentation via a mock Gulf County Commissioners meeting. Individual students will be assessed on both of the capstone components via rubrics; one for the written report and one for the oral presentation. Students will have one week to finish the written report, then one week to prepare for the oral presentation. Students may work on the written report and oral presentation in both their science time (30 minutes per day) and their writing time (40 minutes per day).

In the report, each individual student will take the part of either a Gulf County Health Department employee or a Gulf County Public Works employee. Each ‘employee’ presents two viable solutions to their team of four students. Each student must provide two feasible solutions, pick one as their ‘best’ solution, and then provide at least four justifications for recommending one over the other.

The team will read each others’ reports and then pick one of the four proposed ‘best’ solutions as the team recommendation. To help teams determine their presentable solution, each student on the team will receive a worksheet to rate the solutions. Students will assign points for ‘pros’ and ‘cons’ based upon different criteria. In the event of a tie, teams will remove the solutions with the lowest scores and vote again until there is a winner. As an alternative, teams may devise the team-recommended solution using portions of the four proposed ‘best’ solutions.

The following is a graphical representation to help students understand the decision making process that individuals, and then teams, will utilize for choosing a final solution:

INDIVIDUAL LEVEL PROCESS

Step 1: INDIVIDUAL STUDENT. Defines two (2) viable solutions to problem in written report

Step 2: INDIVIDUAL STUDENT. Chooses the best solution with four (4) justifications

Step 3: INDIVIDUAL STUDENT.Presents best solution to team

GROUP LEVEL PROCESS

In the oral presentation, each ‘county employee’ will present his/her own best solution to the County Commissioners, who will be represented by Gulf County officials. One student will then present the team’s overall ‘Best Solution’. Each member of the team must provide at least one justification for the team picking this solution.

PRESENTATION TIMELINE

Presentation Student One Student Two Student Three Student Four TimeIntroduction 1 minute 1 minIndividual Solution

2 min 2 min 2 min 2 min 8 min

Group Solution 2 minutes – includes one justification from each team member 2 min

Conclusion 1 minute 1 minQ&A 2 min 2 min 2 min 2 min 8 min

Total Presentation Time: 20 minutes

The County Commissioners will be represented by:Commissioner 1: Gulf County Commissioner Bill WilliamsCommissioner 2: Emergency Operations Center, Marshall NelsonCommissioner 3: Gulf County Health Department, Marsha PlayerCommissioner 4: Gulf County Public Works, Joe Danford

Step 1: TEAM MEMBERS. Discuss the four propsed solutions

Step 2: TEAM MEMBERS. Vote for best solution with voting chips

Step 3: TEAM MEMBERS. Choose team solution to be presented

In the event that one or more of the above named personnel are unable to attend, a parent or school administrator will stand in. The County Commissioners will be prepared to ask each member of the group one pre-prepared question given by the teacher. Thus, each student will answer four questions that are designed to demonstrate mastery of the NGSSS and stated learning outcomes. The room will be arranged such that the County Commissioners sit at a table facing the presenters and the front of the classroom. Each county employee may use the class computers, podium, projector, ELMO, screen, whiteboard or other equipment as approved by the teacher. The remainder of the class sits around the Commissioners in their desks. Please refer to the Room Layout.

Student autonomy is incorporated as the individual student will decide which solution to present during the group presentation and will plan his/her own part in the presentation. Metacognition is encouraged as the questions asked by the County Commissioners will be metacognitive questions supplied by the teacher in advance. In addition, each student will complete a reflection questionnaire after the group presentation. Finally, the County Commissioners will select the best solution from among the four small groups. That group will get two minutes to present what they learned, based on their reflection documents, on the morning show that is broadcast to all the classrooms in the school.

ROOM LAYOUT:

Student Desks

County

Employee

s Tabl

e

County Commissioners

Table

SMART BOARD

Whiteboard - Front

Desk: ElmoLapto

p

Whiteboard - Side

Teacher/Observers

door

door

Rubric for Assessing the Capstone PerformancePBL Lesson Plan for Diverse Learners
















Problem Statement:


Need To Know Board:




















In the event of a hurricane, is the Health Department ready to develop, coordinate and distribute useful, reliable and timely public health and health care information to the public, responders and others across the

county?

Possible Resources:








Community Resources Board of County Commissioners. Student Contact: Bill Williams, Vice-Chairman. 1000 Cecil G. Costin,

Sr. Blvd., Port St. Joe, FL 32456. (850) 227-6442. E-mail: [email protected]. Gulf County Emergency Operations Center. Student Contact: Stephanie Richardson, Staff Assistant.


Gulf County Health Department. Student Contact: Marsha Player, M.S.N., A.R.N.P., Administrator. 2475 Garrison Avenue, Port Saint Joe, Florida 32456. (850) 227-1276.


Online





http://www.fema.gov/kids/ready.htm This site, sponsored by the Federal Emergency Management Agency (FEMA), has multiple pages designed to inform children about natural disasters and preparedness.









Capstone Performance Description:

The capstone performance for the problem contains both a) an individual report and b) a group oral presentation via a mock Gulf County Commissioners meeting. Individual students will be assessed on both of the capstone components via rubrics; one for the written report and one for the oral presentation. Students will have one week to finish the written report, then one week to prepare for the oral presentation. Students may work on the written report and oral presentation in both their science time (30 minutes per day) and their writing time (40 minutes per day).

In the report, each individual student will take the part of either a Gulf County Health Department employee or a Gulf County Public Works employee. Each ‘employee’ presents two viable solutions to their team of four students. Each student must provide two feasible solutions, pick one as their ‘best’ solution, and then provide at least four justifications for recommending one over the other.

The team will read each others’ reports and then pick one of the four proposed ‘best’ solutions as the team recommendation. To help teams determine their presentable solution, each student on the team will receive a worksheet to rate the solutions. Students will assign points for ‘pros’ and ‘cons’ based upon different criteria. In the event of a tie, teams will remove the solutions with the lowest scores and vote again until there is a winner. As an alternative, teams may devise the team-recommended solution using portions of the four proposed ‘best’ solutions.

The following is a graphical representation to help students understand the decision making process that individuals, and then teams, will utilize for choosing a final solution:

INDIVIDUAL LEVEL PROCESS

Step 1: INDIVIDUAL STUDENT. Defines two (2) viable solutions to problem in written report

Step 2: INDIVIDUAL STUDENT. Chooses the best solution with four (4) justifications

Step 3: INDIVIDUAL STUDENT.Presents best solution to team

GROUP LEVEL PROCESS

In the oral presentation, each ‘county employee’ will present his/her own best solution to the County Commissioners, who will be represented by Gulf County officials. One student will then present the team’s overall ‘Best Solution’. Each member of the team must provide at least one justification for the team picking this solution.

PRESENTATION TIMELINE

Presentation Student One Student Two Student Three Student Four TimeIntroduction 1 minute 1 minIndividual Solution

2 min 2 min 2 min 2 min 8 min

Group Solution 2 minutes – includes one justification from each team member 2 min

Conclusion 1 minute 1 minQ&A 2 min 2 min 2 min 2 min 8 min

Total Presentation Time: 20 minutes

The County Commissioners will be represented by:Commissioner 1: Gulf County Commissioner Bill WilliamsCommissioner 2: Emergency Operations Center, Marshall NelsonCommissioner 3: Gulf County Health Department, Marsha PlayerCommissioner 4: Gulf County Public Works, Joe Danford

Step 1: TEAM MEMBERS. Discuss the four propsed solutions

Step 2: TEAM MEMBERS. Vote for best solution with voting chips

Step 3: TEAM MEMBERS. Choose team solution to be presented

In the event that one or more of the above named personnel are unable to attend, a parent or school administrator will stand in. The County Commissioners will be prepared to ask each member of the group one pre-prepared question given by the teacher. Thus, each student will answer four questions that are designed to demonstrate mastery of the NGSSS and stated learning outcomes. The room will be arranged such that the County Commissioners sit at a table facing the presenters and the front of the classroom. Each county employee may use the class computers, podium, projector, ELMO, screen, whiteboard or other equipment as approved by the teacher. The remainder of the class sits around the Commissioners in their desks. Please refer to the Room Layout.

Student autonomy is incorporated as the individual student will decide which solution to present during the group presentation and will plan his/her own part in the presentation. Metacognition is encouraged as the questions asked by the County Commissioners will be metacognitive questions supplied by the teacher in advance. In addition, each student will complete a reflection questionnaire after the group presentation. Finally, the County Commissioners will select the best solution from among the four small groups. That group will get two minutes to present what they learned, based on their reflection documents, on the morning show that is broadcast to all the classrooms in the school.

ROOM LAYOUT:

Student Desks

County

Employee

s Tabl

e

County Commissioners

Table

SMART BOARD

Whiteboard - Front

Desk: ElmoLapto

p

Whiteboard - Side

Teacher/Observers

door

door

Written Report Rubric

Criteria Excellent Good Fair PoorRequired Components

LA.5.6.3.2

30 pointsReport must contain:a. The problem

statementb. At least 3

weather characteristics of a hurricane

c. At least 3 things that Gulf County needs to do to prepare for a hurricane.

d. At least 2 hurricanes that affected Gulf County.

e. 2 distinct solutions.

f. 4 accurate reasons for choosing one solution over another.

20 pointsThe report contains at least 5 of the required components a-f under the “Excellent” categoryANDThe report contains 2 distinct solutionsAND3 accurate reasons for choosing one solution over another.

10 pointsThe report contains at least 3 of the required components a-f under the “Excellent” categoryANDThe report contains 1 distinct solutionANDAt least 2 accurate reasons for choosing one solution over another.

5 pointsThe report contains less than 3 of the required components a-e under the “Excellent” categoryANDThe report contains 1 distinct solutionAND1 accurate reason for choosing one solution over another.

Hurricane PreparednessE-mail

SC.5.E.7.6

20 pointsReport contains at least 4 accurate questions and responses about hurricane preparedness.



4 pointsReport contains 1 accurate question and response about hurricane preparedness.

Content Accuracy

20 pointsAll science information is 100% accurate.

15 pointsScience information is accurate 80% or more of the time.

8 pointsScience information is 65%-79% accurate.

4 pointsScience information is less than 65% accurate.

Weather Journal

SC.5.E.7.3

15 pointsContains 5 accurate daily entries of temperature, humidity, barometric pressure, wind speed, wind direction, and beach flag warning level

AND5 accurate entries of precipitation levels, cloud cover and weather alert level.

8 pointsContains 3 or 4 accurate daily entries of temperature, humidity, barometric pressure, wind speed, wind direction, and beach flag warning level

ANDAt least 3 accurate entries of precipitation levels, cloud cover and

4 pointsContains 2 accurate daily entries of temperature, humidity, barometric pressure, wind speed, wind direction, and beach flag warning level

ANDAt least 2 accurate entries of precipitation levels, cloud cover and weather alert level.

1 pointContains 1 accurate daily entry of temperature, humidity, barometric pressure, wind speed, wind direction, and beach flag warning level

AND1 accurate entry of precipitation levels, cloud cover and weather alert level.

weather alert level.Alignment to Problem Statement

10 pointsBoth solutions align with all 4 conditions stated in the problem statement.

7 pointsBoth solutions align with 3 of the conditions stated in the problem statement.

3 pointsBoth solutions align with at least 2 of the conditions stated in the problem statement.

1 pointBoth solutions align

with 1 of the conditions stated in

the problem statement.

Mechanics 5 pointsReport contains no grammatical errors.

4 pointsReport contains 2-3 grammatical errors.

3 pointsReport contains 3-5 grammatical errors.

1 pointReport contains more

than 5 grammatical errors.

Scoring GuideA 90-100B 80-89C 70-79D 60-69F 59-0

Oral Presentation RubricCriteria Excellent Good Fair Poor

Comprehension and Accuracy

LA.5.6.3.2SC.5.E.7.6SC.5.E.7.3

25 pointsStudent answered Commissioner’s questions correctly, providing at least 2 accurate scientific facts.

18 pointsStudent answered Commissioner’s questions correctly, providing at least 1 accurate scientific fact.

9 pointsStudent answered Commissioner’s questions correctly but could not provide a scientific fact.

0 pointStudent did not answer questions correctly and failed to provide a scientific fact.

Quality of Individual Solution Explanation

SC.5.E.7.6LA.5.6.3.2SC.5.E.7.3

20 pointsIndividual solution aligns to all conditions in group problem statement.

12 pointsSolution aligns with all but 1 condition.

5 pointsSolution fails to align with 2 or more conditions.

0 PointSolution fails to align with any of the conditions.

Quality of Individual Justification Explanation

SC.5.E.7.6LA.5.6.3.2SC.5.E.7.3

20 pointsReason given for the group “best solution” is scientifically accurate with at least 4 accurate justifications.

10 pointsReason is scientifically accurate with 3 accurate justifications.

5 pointsReason is scientifically accurate with 1 or 2 accurate justifications.

0 pointReason is not scientifically accurate.

Reflection 15 pointsStudent answers all 5 reflection questions.

11 pointsStudent answers 4 of the reflection questions.

7 pointsStudent answers 3 of the reflection questions.

4 pointsStudent answers 1 or 2 of the reflection questions.

Delivery 10 pointsMaintains eye contact with audience 90% or more of the time; no non-purposeful movement; volume is loud enough to be heard in back of room 90% or more of the time.

7 pointsMaintains eye contact with audience between 80%-89% of the time; 1-2 non-purposeful movements; volume is loud enough to be heard in the back of the room 80-89% of the time.

3 pointsMaintains eye contact with audience between 50%-79%; more than 2 non-purposeful movements; inaudible in back of room 49%-79% of the time.

1 pointEye contact is less than 50%; inaudible in the back of room more than 50% of the time.

Sequencing of Information

10 pointsInformation on all slides is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide.

7 points1 slide or item of information seems out of place.

3 points2 or 3 slides or items of information seem out of place.

0 pointThere is no clear plan for the organization of information.

Scoring GuideA 90-100B 80-89C 70-79

D 60-69F 59-0

Two Alternative Solutions and “Best” Solution AnalysisPBL Lesson Plan for Diverse Learners














21. What are the weather characteristics of a hurricane? 22. Does Gulf County participate in the NOAA Weather Alert System? 23. Has Gulf County ever had a hurricane? 24. Explain in general what can be done to prepare Gulf County for a hurricane. 25. Explain at least three things that Gulf County needs to do from your role’s perspective to prepare for a

hurricane.



Meet the Problem Documents: The County Commissioners Memo, 2011-2013 Public Health and Health Care Preparedness (PHHP) Strategic Plan and Gulf County Local Mitigation Strategy (LMS are all utilized as “meet the problem” documents.

Problem Statement:


Solution One:

The Gulf County Public Works employees have determined that they ARE NOT prepared for the next hurricane. According to public records, the current sewage system in Beacon Hill and St. Joe Beach is rated for a category 3 hurricane. Although this meets federal standards, a category 4 or 5 hurricane would overwhelm the system. In addition, there is no guarantee that a category 1 through 3 hurricane would not overwhelm the system. This area contains the condominiums, townhouses, homes and businesses that feed the local economy. A new sewer system, rated for a category 5 hurricane, would minimize the damage caused by a storm surge and help ensure that potable drinking water gets to Gulf County citizens within 24 hours.

PROS CONSMinimize flooding that can result in mass contamination of bacteria such as E. coli and coliform.

Difficulty convincing Health Department to provide funding and/or personnel to participate in project.

The upgraded capacity and materials of a new system would last for approximately 15 years.

The current sewer system is only two years old.

Easier to isolate leaks for quicker repair to potable drinking water system.

Will still experience some leaks.

This solution will provide a sewer and storm drainage system that would be able to handle the water volume surge of a category 5 hurricane.

It would be time consuming to implement. Risk of not finishing by the next hurricane.

Consequences:

Overall, a new sewer system would help save money due to less down time and repair costs. In the event of a hurricane, it would help minimize or eliminate damage to personal and private property. It would also help minimize flooding, and potentially save lives.

Solution Two:

The Gulf County Public Works employees have determined that they ARE NOT prepared for the next hurricane. In 2010, the public and private sector interests of Gulf County joined together to create a task force to undertake a comprehensive planning process that culminated in the publication of the: "Gulf County Local Mitigation Strategy (LMS)." The LMS identifies the hazards threatening the jurisdictions of Gulf County and estimates the relative risks posed to the community by those hazards. The task force went on to identify proposed projects and programs that will avoid or minimize these vulnerabilities to make the communities in the county much more resistant to the impacts of future hurricanes.

Although the document identifies the projects and programs, the document does not provide the level of detail needed for any Gulf County department to understand what it needs to do in order to meet the goals of the plan. In addition, it does not provide a timeline or the funding required for implementation. Thus, the employees of the Public Works department recommend that the task force re-address the LMS to require detailed action plans from each Gulf County department.

PROS CONSThis solution will require Gulf County departments to prepare detailed, proactive

Personnel would need to add the development of the detailed plans to their

plans in the event of a hurricane. current responsibilities.No need to create a new task force to document detailed departmental procedures.

Risk of offending the current task force, which includes representatives from each Gulf County department.

Detailed departmental plans would address the danger of the health and safety of the population of the county, its economic vitality, and the quality of the environment.

Departmental resources would have to be used to monitor and change the plans for the better after collaboration with other departments or “lessons learned” after a hurricane. The plans cannot be ‘static’.

Gulf County would be better prepared for the above normal activity Atlantic hurricane season, as predicted by the National Oceanic and Atmospheric Association (NOAA)

May not be able to have the plans completed before the next hurricane hits.

Consequences:

The creation of detailed action plans in the event of a hurricane will reveal any deficits in the Gulf County LMS. In addition, the detailed plans will increase county departmental readiness.

Justification:

Best Solution: Solution Two. TDetailed action plans for Gulf County departments in the event of a hurricane need to be a required component of the LMS because the characteristics (temperature and precipitation) of Gulf County climate zones as they relate to latitude, elevation, and proximity to bodies of water are similar to those coastal regions that have experienced category 4 or 5 hurricanes, such as Hurricane Katrina. Thus, according to the National Oceanic and Atmospheric Administration (NOAA) the probability that a hurricane will someday hit Gulf County is high.

Second, the detailed action plans would provide detailed justification for funding pre-hurricane infrastructure projects and applying federal aid application after a hurricane. The Federal Emergency Management Agency (FEMA) requires detailed documentation from county and state agencies about the mitigation steps taken to prevent and/or minimize damages in order to award reconstruction money. The current form of the LMS does not contain the detail required by FEMA, so if Gulf County ever needed federal assistance it would take valuable time and resources to create it post-hurricane. It would be beneficial to have the plans finished before a hurricane makes landfall.

Third, in ‘The Federal Response to Hurricane Katrina: Lessons Learned’, Frances Townsend of the Office for Homeland Security outlined what local, state and federal agencies did and did not do that led to unnecessary loss of property and lives. In this document, it states that several local organizations did not have detailed actions plans in the event of a hurricane. Among them, there were no detailed mitigation plans for a failure of the levees which caused such devastation. The creation of detailed departmental action plans could potentially and realistically save businesses, residences, money and lives.

Some may say that it would cost too much money and manpower to create these detailed action plans. Spending money on a study without tangible or immediate payback goes against human impulsiveness. This is especially true in today’s economic climate and in the face of so many cutbacks. However, there are federal grants that would help cover the costs of doing such a study. In the end, it will be more costly to the citizens of the Gulf County if the detailed departmental plans are not a requirement of the LMS.

Debriefing Plan and Coaching QuestionsPBL Lesson Plan for Diverse Learners














26. What are the weather characteristics of a hurricane? 27. Does Gulf County participate in the NOAA Weather Alert System? 28. Has Gulf County ever had a hurricane? 29. Explain in general what can be done to prepare Gulf County for a hurricane. 30. Explain at least three things that Gulf County needs to do from your role’s perspective to prepare for a

hurricane.


Problem Statement:


Debriefing Plan:

The two teams of Gulf County Public Works employees and two teams of Gulf County Health Department will make presentations to the County Commission in the presence of all other teams. All students will hear all possible solutions. The teacher will record the characteristics of each provided ‘best solution’.

The recorded characteristics from both Public Works and Health Department teams will be provided on a handout to the class the day after the conclusion of all presentations. All student teams will rate each best solution in priority order from one to ten (1 is the best). Points are assigned for each place on the ‘Rating the Solution’ worksheet, below. The teacher will tally the points for each solution, resulting in one best Public Works solution and one best Health Department solution. The two solutions receiving the most points will then be examined in a whole class session.

A sample of the ‘Rating the Solution’ sheet is below:

Rating the Solution

Student Name:___________________________

GroupNumber

List 3 Pros and rate each according to the scale provided below

Pro Total

List 3 Cons and rate each according to the scale provided

below

Con Total

Subtract the cons total from the pros total and write the number (this could

be a negative number)

1

2

3

4

5

6

Pro Rating Scale Con Rating Scale

1 Good basic idea but would need extensive revision before it would be workable 1 This would not help the problem, but it has an easy fix.

2 I am cautiously optimistic how this will work. I see at least one area that may have problems. 2 This would not help solve the problem and would take

major revisions to make it workable.

3 Best idea I ever heard. It will definitely achieve the goal of the problem. 3 I see major flaws in this plan. I definitely do not believe this

will solve the problem.

Five Essential Concepts:

After tallying the points from the worksheets, the teacher will announce the top two point-earning solutions from the Public Works solutions and the Health Department solutions. The class will discuss how each of these solutions accurately addressed the following concepts and issues:

1. How do air temperature, barometric pressure, humidity, wind speed and direction, and precipitation produce favorable hurricane weather conditions?

2. What are some hurricane preparedness concerns as viewed by other fifth grade students at Benjamin Franklin Elementary Mathematics and Science School in New Orleans, LA in Mrs. Brumfield’s fifth grade Science class?

3. What can be done by the Public Works department and/or the Health Department to prepare for a hurricane?

4. How did you use the ‘Meet the Problem’ documents to determine your solution?5. How important is it for public and private entities to work together in the event of a

catastrophe like a hurricane?

The teacher will use a variety of instructional strategies to ensure that the five essential concepts get addressed throughout, and after, the lesson. Teacher coaching activities include:

Providing feedback to individuals and small groups on a daily basis through strategic questioning and monitoring

Providing students with various cooperative decision-making strategies Providing the ‘Rating the Solutions’ worksheet and instruction to help students evaluate

the proposed solutions

Coaching Questions:

C – CognitionM – MetacognitionE – Epistemic Cognition

Type QuestionMeet the Problem

C Can you summarize the information you have received to date?M What do you already know about hurricanes?E Will this problem be easy or hard to solve? Why?

Know/Need to Know BoardC Where can you go to find out if the city of Port St. Joe has received a leak prevention

grant for sewer system piping to prevent water distribution leaks?M Can you say more about the Gulf County Emergency Operations Center?E Why is being ready for a hurricane important?

Problem StatementC What is your role in the problem?M Why do you think that readiness is a central issue in a hurricane?E Can you name some conditions that would be common to all county departments in a

hurricane?Research

C How can you verify that there enough trained volunteers to execute any emergency preparedness plan for the Health Department?

M How have you decided the work among group members and how did you decide how to divide it?

E Which types of resources do you think will be the most reliable for solving this problem? Why?

Generating Possible SolutionsC What evidence do you have to support your solution?M How did the group arrive at this solution?E Who will be unhappy with this solution?

Web viewNational Hurricane Center's site for hurricane preparedness. Includes sample family disaster...

Documents

Transcript of Web viewNational Hurricane Center's site for hurricane preparedness. Includes sample family disaster...