The Effects of
a Natural Event on Both Living Things and Earth
PS151Q
Jennifer
M. Duran
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INTRODUCTION In our current literacy unit,
we explored and analyzed various natural events through both informational
and literary text. |
The
following text were used throughout this unit:
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Earthquakes
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Quake!
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EarthShakers bad day
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The Monster Beneath the Sea
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Crater Lake
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Anatomy of a Volcanic Eruption
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A Tsunami Unfolds
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Escape from Pompeii
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The Layering Effect
Through our various class discussions,
we analyzed both the negative and positive impact these natural events have had
on human beings and the environment.
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TASK You will choose a natural
event to research (for example, an earthquake, a hurricane, a tornado or
other storm, a flood, a volcanic eruption, or erosion). |
You will write a news report that
describes the effects of the natural event on both living things and Earth.
Duration: Students will
have three weeks to complete.
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PROCESS/RESOURCES Remind students that in the
various texts we read, the authors described the different kinds of natural
events, their features, and how they affected the land around them. |
Step #2: Gathering Evidence of the
Problem
Remind students that
they will be looking for details and definitions and creating illustrations
that will make their news reports accurate and interesting. Explain to them
that it may be helpful for them to begin with a web graphic organizer, which is
helpful in organizing facts about their chosen topic.
Step
#3: Identifying the
Causes of the Problem
Students will be
grouped according to the type of natural event they choose. They may work
together to research and gather information about each event.
Step #4: Evaluate an
Existing Policy
Students
will:
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Introduce the topic clearly
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Group related information into paragraphs with
headings.
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Develop the topic with information from their
research
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Include illustrations and other visuals or
multimedia, when appropriate, to support their writing
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Link ideas using words and phrases such as another, for example, also, and because
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Use precise and domain-specific vocabulary
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Provide a strong conclusion
Objectives:
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Introduce the topic clearly. Group related
information is a paragraph.
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Format paragraphs with heading. Develop the
topic with evidence.
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Link ideas together and use precise
domain-specific vocabulary.
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Provide a conclusion selection.
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With some guidance and support from the
teacher, use technology, including the internet, to produce and publish
writing; demonstrate sufficient commands of keyboarding skills to type a
minimum of one-page in a single sitting.
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Add audio recording and or visual displays two
presentations one appropriate to enhance the development of main ideas or themes.
Students could watch the following YouTube
video to help them learn how to write a News Article.
Step #5: Develop Solutions
Students will use the following Google
Slides template to help them create their New Report.
https://docs.google.com/presentation/d/10K_UOMVv2bBXf0_QIt6Dfoyo6o4vjpBfCVyEPJLgJwY/edit?usp=sharing
Writing:
Step #6: Select the Best Solution
Have students read through the books to
decide about their topics. Provide access to other research resources such as
encyclopedias and approve the internet links in websites. Students can watch videos
of news reports to see the kinds of information that reporters include. Remind
students to look at the photos and other media that people used to illustrate
their ideas on the internet and in the books. Have students organize their
research using a web graphic organizer. After the students finish researching,
tell them to write a news report that synthesizes their findings.
Resources:
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Any of text used throughout this unit
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Encyclopedias
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Approved internet sources and videos
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Paper for planning and creating the news
articles such as graphic organizers
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Computers, cameras, tablets, and scanners
(optional)
EVALUATION
CONCLUSION
Reflect:
Search for students who received a 0, 1, or 2 on the
rubric, I would use the following suggestions to support them with specific
elements of their assignment. Graphic organizers and other means of support
will help guide students to success as they complete other assignments
throughout the school year.
STANDARDS
W.4.2a, W.4.2b, W.4.2c, W.4.2d, W.4.2e, W.4.6, and SL.4.5