Weather Around the World: Disaster Prep & Response
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as a team of weather experts, design a survival kit and preparedness plan to help a community facing a specific weather-related hazard in a unique region of the world?Essential Questions
Supporting questions that break down major concepts.- How do different weather conditions affect people and the environment in various regions around the world?
- What are the impacts of natural weather disasters, and how can we prepare for them?
- How can we design solutions to reduce the impact of weather-related hazards?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to research and describe weather patterns and climate conditions in different regions of the world.
- Students will be able to explain the impact of natural weather disasters on communities.
- Students will be able to design a survival kit tailored to a specific weather-related hazard.
- Students will be able to develop a preparedness plan to help a community respond to a weather-related hazard.
- Students will be able to present their survival kit design and preparedness plan, justifying their choices based on research and understanding of the weather hazard and region.
NGSS
Entry Events
Events that will be used to introduce the project to students'Ask Me Anything' with a Storm Chaser
Arrange a live video call with a real-life storm chaser or meteorologist who specializes in extreme weather. Students prepare questions beforehand and engage in a Q&A session to learn firsthand about the science behind weather phenomena and the challenges of disaster response.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Survival Kit Engineers: Designing for Disaster
Using the knowledge gained from the previous activities, students will transition into 'Survival Kit Engineers.' They will design a survival kit tailored to the specific weather-related hazard in their region. This involves identifying essential items and justifying their inclusion based on the needs of the affected community.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed design plan for a survival kit, including a list of items, quantities, justifications, and a drawing or model of the kit. The design should clearly address the specific needs of the community facing the weather-related hazard.Alignment
How this activity aligns with the learning objectives & standardsThis activity supports learning goal 3 (Students will be able to design a survival kit tailored to a specific weather-related hazard) and begins to address standard 3-ESS3-1 by tasking students with a 'design solution.'Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioWeather Hazard Preparedness and Survival Kit Design Rubric
Research and Understanding
Assesses the depth of research and understanding of weather patterns and climate conditions in various regions.Understanding of Weather and Climate
Measures the student's comprehension of how different weather conditions affect specific regions and communities.
Exemplary
4 PointsDemonstrates a comprehensive understanding of various weather conditions and their impacts globally, providing detailed examples across multiple regions.
Proficient
3 PointsShows a good understanding of several weather conditions and their specific regional impacts, with clear examples.
Developing
2 PointsDisplays a basic understanding of some weather conditions and regional impacts, with limited examples.
Beginning
1 PointsShows minimal understanding of weather conditions, struggling to link them to regional impacts.
Research Process
Evaluates the student's ability to obtain, compile, and utilize information from varied, credible sources.
Exemplary
4 PointsEfficiently utilizes multiple reputable sources to gain a nuanced understanding of weather patterns and hazards.
Proficient
3 PointsUses several credible sources effectively to understand weather patterns and hazards.
Developing
2 PointsUtilizes a few sources with varying credibility to understand weather patterns and hazards.
Beginning
1 PointsRelies on limited or non-credible sources, showing weak information gathering skills.
Critical Thinking and Analysis
Assesses the students' ability to analyze weather data and predict potential impacts.
Exemplary
4 PointsEffectively analyzes complex data to make accurate predictions about weather impacts.
Proficient
3 PointsAnalyzes data to make reasonable predictions about weather impacts.
Developing
2 PointsAttempts analysis with some data, leading to partially valid predictions.
Beginning
1 PointsStruggles to analyze data, often reaching vague or unsupported conclusions.
Design and Practical Application
Focuses on students' ability to apply their understanding to design a practical and effective survival kit.Innovation and Creativity
Evaluates originality and creativity in the design of the survival kit and preparedness plan.
Exemplary
4 PointsPresents a highly original design with innovative solutions tailored to the hazard and community needs.
Proficient
3 PointsOffers a creative design incorporating thoughtful solutions fitting the hazard and community needs.
Developing
2 PointsShows some creativity with a straightforward design that partially considers hazard needs.
Beginning
1 PointsProduces a basic design lacking innovation, minimally addressing hazard needs.
Design Feasibility and Justification
Measures how well the design is supported by research and justified with sound reasoning.
Exemplary
4 PointsProvides comprehensive justification and linkage between research findings and design elements, showing clear feasibility.
Proficient
3 PointsOffers clear connections between research and design, ensuring practical feasibility.
Developing
2 PointsIncludes some justification of design elements with moderate links to research.
Beginning
1 PointsLacks clear justification, with little connection to research or feasibility consideration.
Presentation and Communication
Evaluates the effectiveness of the students’ presentation of their survival kit and rationale.Clarity and Organization of Ideas
Assesses how well students organize and communicate their design plans and ideas.
Exemplary
4 PointsOrganizes and presents ideas clearly and logically with excellent coherence throughout the presentation.
Proficient
3 PointsCommunicates ideas clearly with logical organization and coherence in the presentation.
Developing
2 PointsPresents ideas with some clarity and structure, but with occasional lapses in organization.
Beginning
1 PointsCommunicates ideas in a disorganized manner with significant clarity issues.
Engagement and Persuasiveness
Measures the ability to engage the audience and convincingly justify the design choices.
Exemplary
4 PointsEngages the audience thoroughly and persuasively justifies all design elements with confidence.
Proficient
3 PointsEngages the audience well and provides convincing justification for most design choices.
Developing
2 PointsShows some engagement with the audience, providing partial justification of design elements.
Beginning
1 PointsStruggles to engage the audience and justify design choices persuasively.