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LA Wildfires: A Cross-Curricular Study

Grade 5EnglishScience4 days

The 'LA Wildfires: A Cross-Curricular Study' project for fifth-grade students merges English and science disciplines to examine the impact of wildfires, particularly in the context of Los Angeles. Students explore the causes, effects, and prevention strategies related to wildfires through diverse activities, such as creating investigative news reports, data visualizations, and public service announcements. Aligned with NGSS and Common Core standards, the project aims to enhance students' research, data analysis, and communication skills, while underscoring the role of climate change and community action in addressing wildfire challenges.

WildfiresClimate ChangeCommunity EngagementData AnalysisResearchPrevention Strategies

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as informed citizens, develop and implement effective strategies to minimize the impact of wildfires on our communities and environment in a changing climate?

Essential Questions

Supporting questions that break down major concepts.

How do wildfires impact air quality?
What are the causes and effects of wildfires?
How can communities prepare for and mitigate the impact of wildfires?
What role does climate change play in the increasing frequency and intensity of wildfires?
How do wildfires affect different populations within a community (e.g., humans, animals, plants)?
What are the long-term environmental consequences of wildfires?
What strategies can be used to prevent wildfires?
What makes wildfires spread so quickly and intensely?
How can individuals contribute to wildfire prevention and mitigation efforts?
What are the social and economic impacts of wildfires on a community?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to explain the causes and effects of wildfires, including the influence of climate change.
Students will be able to identify and describe the impact of wildfires on various ecosystems and communities.
Students will be able to research, develop, and communicate evidence-based strategies for wildfire prevention and mitigation.

NGSS

5-ESS1-1

Primary

Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.Reason: This standard aligns with the project as students explore the role of climate change in influencing wildfire patterns.

5-ESS2-2

Primary

Analyze and interpret data to provide evidence for phenomena.Reason: Students analyze data related to wildfire occurrences, impacts, and contributing factors to understand the phenomenon of wildfires.

Common Core State Standards

SL.5.4

Supporting

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.Reason: Students will present their research findings and proposed solutions for wildfire mitigation, thereby practicing their speaking and presentation skills.

RI.5.7

Primary

Obtain and combine information from print and digital sources about a topic.Reason: Students will gather information from diverse sources to understand the complex issue of wildfires and develop informed solutions.

W.5.2

Supporting

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Reason: Students will communicate their research and proposed solutions in written form, further developing their writing skills.

Entry Events

Events that will be used to introduce the project to students

Breaking News: Wildfires

Imagine you are a local news reporter covering the recent wildfires. You're on the scene, interviewing firefighters, evacuees, and scientists. What questions do you ask, and how do you convey the impact of these events to your audience?

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Portfolio Activities

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

Activity 1

Wildfire Investigative Report

Students will step into the shoes of investigative journalists, reporting on the recent wildfires in the Los Angeles area. They will gather information from diverse sources, synthesize their findings, and create a compelling news report.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm a list of questions to ask experts (e.g., firefighters, scientists, community members) about the wildfires.

2. Research the causes and effects of wildfires, including the role of climate change, using reputable online and print resources.

3. Conduct interviews with experts or create fictional interviews based on research findings.

4. Organize the gathered information and create a news report, incorporating text, images, videos, and interview transcripts.

Final Product

What students will submit as the final product of the activityA multimedia news report, including written articles, images/videos, and interviews, highlighting the causes, effects, and potential solutions related to the wildfires.

Alignment

How this activity aligns with the learning objectives & standardsRI.5.7, W.5.2

Activity 2

Wildfire Data Decoders

Students will analyze data on wildfire occurrences and their impacts, then present their findings as data visualization experts.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Gather data on wildfire frequency, intensity, affected areas, and related climate factors.

2. Use data visualization tools to create charts, graphs, and maps illustrating the wildfire data and its correlation with different variables.

3. Prepare and deliver a presentation explaining the data visualizations and the insights derived from them.

Final Product

What students will submit as the final product of the activityInteractive data visualizations (charts, graphs, maps) demonstrating wildfire trends and their correlation with various factors like climate change and human activities.

Alignment

How this activity aligns with the learning objectives & standards5-ESS2-2, SL.5.4

Activity 3

Wildfire Prevention Patrol

Students will become wildfire prevention specialists, tasked with creating public service announcements (PSAs) to educate the community about wildfire safety and prevention strategies.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research effective wildfire prevention and safety measures.

2. Identify specific target audiences and tailor the PSAs to their needs and understanding.

3. Create engaging PSAs using various media formats, incorporating persuasive messaging and visuals.

Final Product

What students will submit as the final product of the activityA series of public service announcements (PSAs) in various formats (video, posters, infographics) targeted at specific audiences to promote wildfire prevention and safety measures.

Alignment

How this activity aligns with the learning objectives & standards5-ESS1-1, W.5.2

Activity 4

Community Wildfire Action League

Students will design and develop community action plans for wildfire preparedness and mitigation, culminating in a town hall presentation to local authorities and community members.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research and evaluate existing community wildfire plans and identify areas for improvement.

2. Develop a detailed action plan incorporating strategies for prevention, mitigation, evacuation procedures, and community education.

3. Create a compelling presentation to deliver at a simulated town hall meeting, showcasing the action plan and advocating for its implementation.

Final Product

What students will submit as the final product of the activityA comprehensive community action plan document and a persuasive town hall presentation outlining strategies for wildfire preparedness, mitigation, and response.

Alignment

How this activity aligns with the learning objectives & standardsSL.5.4, W.5.2

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Wildfire Response Project Rubric

Category 1

Research and Inquiry

Evaluates the depth and thoroughness of students' research into wildfires, including causes, effects, and preventative strategies.

Criterion 1

Depth of Research

The extent to which students have conducted comprehensive research using a range of sources, including online and print.

Exemplary

4 Points

Research is thorough, covering multiple thorough sources that provide a well-rounded understanding of wildfire causes, effects, and prevention.

Proficient

3 Points

Research is adequate, covering a few reputable sources that offer a good understanding of wildfire topics.

Developing

2 Points

Research is basic, with limited sources that provide a superficial understanding of wildfire topics.

Beginning

1 Points

Research is minimal or lacks credibility, offering little to no understanding of wildfire topics.

Criterion 2

Inquiry Skills

The ability to pose informed questions and develop investigative skills through the exploration of essential questions.

Exemplary

4 Points

Poses insightful questions, demonstrating a deep curiosity and understanding of the complexities of wildfire impact and prevention.

Proficient

3 Points

Poses relevant questions that reflect a clear understanding of the wildfire topic and objectives.

Developing

2 Points

Poses basic questions, but they may not fully align with the topic objectives or may lack depth.

Beginning

1 Points

Struggles to pose relevant questions or engages in limited inquiry.

Category 2

Data Analysis and Interpretation

Assesses students' ability to collect, visualize, and interpret wildfire-related data.

Criterion 1

Data Collection

The thoroughness and accuracy of collecting data related to wildfires and climate factors.

Exemplary

4 Points

Data collection is comprehensive and well-organized, covering relevant datasets that reveal complex wildfire trends.

Proficient

3 Points

Data collection is clear and mostly accurate, showcasing important trends about wildfires.

Developing

2 Points

Data collection is incomplete or lacks significant organization, revealing only basic trends.

Beginning

1 Points

Data collection is insufficient or inaccurate, with little to no evident trends.

Criterion 2

Data Interpretation

The ability to interpret data and communicate findings effectively.

Exemplary

4 Points

Interprets data with insightful analysis, clearly communicating trends and their significance with strong evidence.

Proficient

3 Points

Interprets data accurately, communicating findings with adequate evidence of trends.

Developing

2 Points

Interprets data on a surface level, communicating findings that reveal limited trends.

Beginning

1 Points

Struggles with data interpretation and provides unclear or inaccurate findings.

Category 3

Communication and Presentation

Examines the effectiveness and clarity of students’ multimedia reports, presentations, and PSAs.

Criterion 1

Clarity and Organization

The clarity, coherence, and organization of the student’s communication in written and oral projects.

Exemplary

4 Points

Communication is clear, well-organized, and compelling, with a logical flow of information.

Proficient

3 Points

Communication is mostly clear and organized with few lapses in flow.

Developing

2 Points

Communication lacks clarity and organization, with noticeable lapses in flow.

Beginning

1 Points

Communication is unclear and disorganized, lacking logical flow.

Criterion 2

Audience Engagement

The ability to engage the audience through effective use of multimedia elements and persuasive messaging.

Exemplary

4 Points

Effectively engages the audience with creative multimedia elements and clear, persuasive messaging.

Proficient

3 Points

Engages the audience with adequate use of multimedia elements and persuasive messaging.

Developing

2 Points

Engages the audience inconsistently with minimal multimedia elements or unclear messaging.

Beginning

1 Points

Struggles to engage the audience, with limited or ineffective multimedia elements.

Category 4

Community and Collaboration

Evaluates students’ ability to work collaboratively and contribute to community-focused projects.

Criterion 1

Collaborative Contribution

The effectiveness of students' collaboration and their contributions towards group projects.

Exemplary

4 Points

Demonstrates leadership in group settings, contributing significantly to the project’s success.

Proficient

3 Points

Contributes effectively to the group, supporting the project’s success.

Developing

2 Points

Participates in group work but with limited contribution to the project’s success.

Beginning

1 Points

Requires frequent assistance and struggles to contribute to the group work effectively.

Criterion 2

Community Impact

The extent to which students’ projects aim to make a significant impact on the community.

Exemplary

4 Points

Projects are highly impactful, with innovative solutions that address community needs clearly and effectively.

Proficient

3 Points

Projects are impactful, offering clear solutions that address community needs appropriately.

Developing

2 Points

Projects have limited impact, addressing some community needs with basic solutions.

Beginning

1 Points

Projects have minimal impact, struggling to identify or address community needs adequately.

Reflection Prompts

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

Question 1

Reflect on the investigative process you undertook for your Wildfire Investigative Report. What were the most challenging aspects of gathering information and presenting it in a news report format?

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Question 2

How effective were your data visualizations in the Wildfire Data Decoders project at communicating complex information about wildfire trends and their correlations with other factors?

Scale

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Question 3

In the Wildfire Prevention Patrol project, how did you tailor your PSAs to different target audiences? Provide specific examples of how you adapted your message and chosen media format for each audience.

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Question 4

Reflect on your experience developing a community action plan in the Community Wildfire Action League project. What were the key considerations in creating a comprehensive and effective plan, and how did you ensure your plan addressed the diverse needs of the community?

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Question 5

How has your understanding of wildfires and their impact on communities and the environment evolved throughout this project?

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Question 6

What is one specific action you can take in your own life to contribute to wildfire prevention and mitigation efforts?

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