Natural Disasters: Floods

	Natural Disasters: Floods
Author(s):	Rebekah Spriggs
Grade Level:	4th Grade
Timeframe:	10 Class periods 1 hour per class
Lesson Description or Explanation	Students will be able to describe the two basic types of floods and why they occur. Students will be able to explain the four flood terms. Students will be able to summarize how to stay safe in a flood. Students will collaborate with their peers to create a Newscast describing thee knowledge they obtained.
Indiana Curricular Standards	Science 4.2.5 Write descriptions of investigations, using observations and other evidence as support for explanations. English 4.4.7 Use multiple reference materials and online information (the Internet) as aids to writing. 4.4.9 Use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills and familiarity with common computer terminology.
ISTE Standards	Creativity and Innovation: · Create original works as a means of personal or group expression. Communication and Collaboration: · Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. · Communicate information and ideas effectively to multiple audiences using a variety of media and formats. Critical Thinking, Problem Solving, and Decision Making: · Plan and manage activities to develop a solution or complete a project.
Assessments Formative/Summative	Formative Assessment: Students will be asked to describe the two major floods that occur in Indiana. Also, explain the four flood terms and what they would do to stay safe. Summative Assessment: Weather News Report: Students will get into groups of 5 and draw one of the four flood terms from a hat. Next they create their own newscast as if this flood term was happening now. Then, they will videotape their newscast and present it to the class.
Prior Knowledge	Curricular Knowledge or Skills: · Students have heard or experienced flooding, but do not know the difference in the flood terms or how to stay safe in a flood. Technology Knowledge: · Students know how to evaluate websites to determine their credibility. · Students have used a video camera for past assignments.
Technology	Internet Resources: www.Google.com, http://translation.paralink.com/ , http://babelfish.altavista.com/, and www.worldlingo.com
Procedure	Day 1: After reading Flood by Mary Calhoun start a discussion of what we know about floods. Day 2: Research: Have students get in pairs or individually and research using books and/or the internet on these following questions: · How do floods occur? · Are there different types of floods? · Besides rain what other factors could contribute to flooding? Then, they will document their findings in their Science Journal. Day 3: Share what we found as a class. · Discuss the two basic types of floods that occur in Indiana. 1. Flash Flood. 2. River Flooding. Have students get in pairs, or individually, and research using books and/or the internet on the following flood terms: 1. Flood Watch. 2. Flash Flood Watch. 3. Flood Warning. 4. Flash Flood Warning. Day 4: Discussion. Discuss our findings as a class and record the information in their science journals. Day 5: Flood Safety. · How do you stay safe 1. During a flood? 2. After a flood? Days 6-9: Work in your groups developing your newscast. Day 10: Presentations! Materials needed: · Science Journal · Computers with Internet. · Books and other resources on floods that can be available to the students for research. · 5 Video cameras. · T.V. with tape player.
Differentiated Instruction
ESL	ESL students would be allowed to type their flood response in their native language and then use one of the translating software to translate it to English. They also would be asked to double-check their work to ensure that nothing was lost in translation. This will also help when the responses are sent home for the parents to read.
Challenge/Extend	Students will be encouraged to be peer mentors helping others with researching. Students would design a flood safety protocol for their family for the four types of emergencies.
Special Needs	Modified goals would be in place according to the student’s IEP. Students with special needs would be paired with a partner as to encourage and aid in their understanding. Depending on the needs of the student, modifications would be made to the newscast assignment. Also, modifications would be added to the flood response.