Crisis at Disney: Teamwork in a Viral Outbreak
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Crisis at Disney: Teamwork in a Viral Outbreak

Grade 4EnglishSocial StudiesScience1 days
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4.0 (1 rating)
This project-based learning experience, designed for fourth-grade students, involves a simulated viral outbreak scenario at Disney World to enhance collaboration, communication, and emergency preparedness skills. Students explore the characteristics and transmission of viruses, engage in team communication workshops, and participate in role-playing exercises for improved decision-making and geographic safety planning. Through activities like the Virus Investigation Lab and Innovative Signaling Project, students apply scientific principles and critical thinking to navigate crises effectively. By the end of the project, students are expected to demonstrate improved communication, teamwork, and strategic planning within emergency situations.
Viral OutbreakTeamworkEmergency PreparednessCritical ThinkingCommunication SkillsGeographic Reasoning
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can students collaborate and communicate effectively to ensure their safety, understand the nature of viruses, and make informed decisions during an unexpected emergency at a place like Disney World?

Essential Questions

Supporting questions that break down major concepts.
  • What are the characteristics of viruses, and how do they spread?
  • How can we work together to ensure everyone's safety in an emergency?
  • What communication skills are important for working effectively in a team during a crisis?
  • How can we use critical thinking to assess risks and make quick decisions in an emergency situation?
  • What role does geography play in planning a safe location during an emergency?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the basic characteristics of viruses and how they spread.
  • Students will effectively use communication skills to collaborate with peers in emergency scenarios.
  • Students will analyze geographic information to plan for safety in a crisis situation.
  • Students will apply critical thinking skills to assess risks and make quick decisions during emergencies.

Common Core Standards

RI.4.3
Primary
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.Reason: Students need to understand the nature of viruses and how they spread, relevant to scientific texts about viral transmission.
SL.4.1
Primary
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.Reason: Collaborative discussions are essential for students to work together during the crisis scenario described in the project.

C3 Framework for Social Studies

4-G1.0.1
Supporting
Use geographic tools and spatial thinking to analyze and interpret information about people, places, and environments.Reason: Students must use geographic reasoning to identify safe locations during the emergency scenario.

NGSS

4-PS3-4
Secondary
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*Reason: Understanding energy conversion could be relevant if students devise ways to signal for help without electronic devices.

Entry Events

Events that will be used to introduce the project to students

Mysterious Package Challenge

A mysterious package arrives in class, containing Disney maps, walkie-talkies, and virus outbreak reports. Students must decode a message hinting at a virus threat, urging them to solve clues on using geography and science knowledge to plan an escape route.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Virus Investigation Lab

Students explore the characteristics and transmission modes of viruses through an engaging mix of reading scientific texts and conducting simple experiments.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Begin with a reading assignment on the basic characteristics of viruses.
2. Discuss how viruses spread using diagrams and examples.
3. Conduct a simple experiment to simulate virus spread using everyday materials in the classroom.

Final Product

What students will submit as the final product of the activityA report summarizing their understanding of virus characteristics and transmission modes.

Alignment

How this activity aligns with the learning objectives & standardsAligns with RI.4.3 by explaining scientific concepts related to viruses.
Activity 2

Team Communication Workshop

Students participate in various group-based activities to hone their collaboration and communication skills, emphasizing clarity and teamwork during emergencies.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Participate in group discussions and role-playing scenarios to practice emergency communication.
2. Build communication strategies to overcome common barriers when working in teams.
3. Reflect on group experiences and identify key learnings about effective collaboration.

Final Product

What students will submit as the final product of the activityA communication guide that outlines key skills and strategies for effective teamwork during emergencies.

Alignment

How this activity aligns with the learning objectives & standardsAligns with SL.4.1 by focusing on collaborative discussions and communication skills.
Activity 3

Emergency Decision-Making Drill

Students engage in an activity that simulates quick decision-making in crisis scenarios through role-playing and problem-solving exercises.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Learn about decision-making principles and risk assessment in emergency situations.
2. Participate in role-playing exercises simulating emergency scenarios at Disney World.
3. Discuss outcomes and refine decision-making strategies based on lessons learned.

Final Product

What students will submit as the final product of the activityA strategic plan containing decision-making steps for handling unexpected emergencies.

Alignment

How this activity aligns with the learning objectives & standardsContributes to the learning goal of applying critical thinking skills in emergencies.
Activity 4

Innovative Signaling Project

Students apply their understanding of energy conversion to devise non-electronic signaling methods in case of technology failure during emergencies.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Explore various energy conversion concepts.
2. Design a simple device or method that uses energy conversion for signaling.
3. Test and refine the designed signaling method or device.

Final Product

What students will submit as the final product of the activityA prototype of a signaling device or method using energy conversion principles.

Alignment

How this activity aligns with the learning objectives & standardsFulfills 4-PS3-4 by applying and refining scientific ideas related to energy conversion for practical use.
Activity 5

Safety Planning Committee

Students collaborate to analyze geographic maps of Disney World to determine safe locations during the hypothetical viral outbreak scenario.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Learn about geographic tools necessary for spatial analysis.
2. Collaborate in groups to analyze Disney World maps and identify potential safe zones.
3. Develop a rationale for their chosen safe locations based on geographic reasoning.

Final Product

What students will submit as the final product of the activityAnnotated maps of Disney World with identified safe zones and justifications.

Alignment

How this activity aligns with the learning objectives & standardsSupports 4-G1.0.1 by using geographic reasoning to analyze maps.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Collaboration and Critical Thinking in Emergency Situations

Category 1

Understanding of Viruses

Evaluates student's grasp of scientific concepts related to viruses and their transmission, aligning with RI.4.3.
Criterion 1

Knowledge of Virus Characteristics

Measures the student's understanding of the nature and transmission of viruses.

Exemplary
4 Points

Demonstrates sophisticated understanding of virus characteristics and transmission through a comprehensive report. Clearly explains scientific concepts using correct terminology.

Proficient
3 Points

Demonstrates thorough understanding of virus characteristics and transmission. Provides a clear explanation using correct scientific terminology.

Developing
2 Points

Shows emerging understanding of virus characteristics and transmission with some inaccuracies in explanation.

Beginning
1 Points

Shows initial understanding of virus characteristics with frequent inaccuracies in explanation.

Category 2

Collaboration and Communication Skills

Assesses the student's ability to participate effectively in team-based discussions and activities during emergencies, supporting SL.4.1.
Criterion 1

Teamwork and Contribution

Assesses the student's contribution and interactions during group activities.

Exemplary
4 Points

Exhibits leadership and contributes significantly to group discussions, using effective communication strategies and supporting peers consistently.

Proficient
3 Points

Contributes effectively to group discussions and activities, demonstrating solid communication skills and teamwork.

Developing
2 Points

Participates occasionally in group discussions with emerging communication skills.

Beginning
1 Points

Participates minimally in group activities and requires support to communicate ideas.

Criterion 2

Effective Communication

Measures the clarity and effectiveness of the student's communication during collaborative tasks.

Exemplary
4 Points

Communicates with clarity and precision, using diverse strategies to enhance understanding and adapt to the audience.

Proficient
3 Points

Communicates ideas clearly and effectively, using appropriate strategies for the audience.

Developing
2 Points

Communicates ideas with some clarity and occasional reliance on support.

Beginning
1 Points

Struggles to communicate ideas clearly and needs continuous support.

Category 3

Critical Thinking and Decision-Making

Evaluates the student's ability to make informed, quick decisions during emergencies, reflecting critical thinking skills.
Criterion 1

Risk Assessment and Decision Strategy

Assesses the student's ability to evaluate risks and develop sound decision-making strategies in hypothetical scenarios.

Exemplary
4 Points

Demonstrates advanced critical thinking and problem-solving by articulating comprehensive decision-making plans with applicable risk assessments.

Proficient
3 Points

Demonstrates effective decision-making ability with clear risk assessments and planning strategies.

Developing
2 Points

Shows basic decision-making skills with partial risk assessments and emerging strategies.

Beginning
1 Points

Shows minimal decision-making skills and requires assistance in understanding risks and planning.

Category 4

Geographic Analysis and Safety Planning

Assesses the student's understanding and application of geographic reasoning to identify safe zones during emergencies, aligning with 4-G1.0.1.
Criterion 1

Spatial Analysis and Justification

Measures the student's ability to use geographic tools and reasoning to identify and justify safe zones.

Exemplary
4 Points

Utilizes advanced spatial reasoning and geographic tools to accurately identify safe zones with well-developed justifications.

Proficient
3 Points

Effectively uses geographic tools to identify safe zones with clear and logical justifications.

Developing
2 Points

Uses geographic tools with some success, providing basic justifications.

Beginning
1 Points

Struggles with geographic tools and provides weak justifications for safe zones.

Category 5

Practical Application of Scientific Principles

Evaluates the student's ability to design, test, and refine practical solutions using scientific ideas, supporting 4-PS3-4.
Criterion 1

Energy Conversion and Innovation

Assesses the student's application of energy conversion principles in creating practical solutions.

Exemplary
4 Points

Designs innovative signaling devices using sophisticated understanding of energy conversion, demonstrating exceptional problem-solving abilities.

Proficient
3 Points

Designs effective signaling devices applying solid understanding of energy conversion principles.

Developing
2 Points

Designs basic signaling devices with emerging understanding of energy concepts.

Beginning
1 Points

Attempts to design signaling devices with limited understanding of energy conversion, requiring significant guidance.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how your understanding of viruses and their transmission has changed after completing the Virus Investigation Lab. How can this knowledge be applied in real-life situations?

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Question 2

On a scale from 1 to 5, how confident do you feel about your ability to communicate effectively in an emergency scenario after the Team Communication Workshop?

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Question 3

Which strategies or skills from the Team Communication Workshop do you think were most effective for fostering teamwork and why?

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Question 4

In the role-playing exercises of the Emergency Decision-Making Drill, what did you learn about your decision-making process and how might you improve it in future emergencies?

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Question 5

How would you use geographic reasoning and tools to plan for safety in a real emergency at a large venue like Disney World?

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Question 6

Reflect on the process of designing a signaling device in the Innovative Signaling Project. What challenges did you face, and how did you overcome them?

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Question 7

After your experiences in these portfolio activities, how has your perspective on working collaboratively in crisis situations evolved? Use specific examples to illustrate your growth.

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