The Storm of 1928 (The Forgotten Storm) Lesson Plan

Author:

Patricia Janann Nicholson

Curriculum Area:

Instructional Technology

Subject Area:

M/J Computer Applications I /Middle Year Program

Sunshine State Standard Benchmark:
  • Demonstrate appropriate use of varied input and output devices, and
    awareness of file management and transfer concepts.
  • Produce documents using specified functions of appropriate word processing software.
    • LA.B.1.4.3-produce final documents that have been edited for
      • correct spelling
      • correct punctuation, including commas, colons, and common use of semicolons;
      • correct capitalization
      • correct sentence formation
      • correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional of fragments for effect use of fragments for effect
      • correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms.
  • Set up a spreadsheet file; organize, analyze, and manipulate collected data;
    • MA.D.1.3.1-describe, analyze and generalize relationships, patterns, and functions using words, symbols, variables, tables, and graphs.
  • Manipulate graphic images using varied applications.
    • LA.D.2.4.3-recognizes production elements that contribute to the
      effectiveness of a specific medium.
    • LA.D.2.4.4-effectively integrate multimedia and technology into
      presentations.
  • Demonstrate awareness of the impact of computers on society and the
    need for their ethical use.
    • SC.H.3.3.7-know that computers speed up and extend people's ability to collect, sort, and analyze data; prepare research reports, and share data and ideas with others.
  • Demonstrate knowledge of basic concepts of telecommunications and use
    of the Internet, including keyword and Boolean search strategies.
    • LA.A.2.4.6-select and use appropriate study and research skills and tools according to the type of information being gathered or organized or organized.
    • LA.A.2.4.7-analyze the validity and reliability of primary source information and use the information appropriately.
  • Constructs Meaning From Informational Text
    • Locate, organize, and interpret written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task.
    • Use a variety of strategies to analyze words and text, draw conclusions, use context and word structure clues, and recognize organizational patterns.
    • Determine the main Idea or essential message in a text and identifies relevant details and facts and patterns of organization.

 

 

Grade Level:

7th

Lesson Title:

The Forgotten Storm WebQuest/The Unnamed Storm of 1928

Resources:

Nicholson's Lesson Plan Blues:
http://neighbor.firn.edu/class/palm_beach/pahokee_ms/patricia_janann_nicholson/
webquest.htm

Learning Objective Along with Areas of Interaction:

Students will:

  • through the lens of environment:
    • gather data about the Unnamed Storm of 1928 that devastated the Glades area. Students will include factors about the environment during this time period as compared to the area today, discussing factors that changed due to this devastation.
  • through the lens of approaches to learning:
    • To assist students in note taking skills, graphic organizers can be downloaded that will help them organize their data visually in order to help in clarify their thinking and to process, organize and prioritize this new information.
    • follow design cycle to research predefined Internet sites at Nicholson's Lesson Plan Blues on the Unnamed Storm of 1928 and write an article using Microsoft Word. (Process One)
    • use the spell and grammar features in Microsoft Word to correct spelling and grammar errors.
  • through the lens of approaches to learning:
  • through the lens of approaches to learning and homo faber:
    • follow the design cycle to create a crossword puzzle in Microsoft Excel with ten clues about the Unnamed Storm of 1928. Two documents
      should be saved: (Process Three Pt. 1)
      • Crossword with Answers
      • Crossword without Answers
    • enter data on the ten worst storms in Microsoft Excel and generate
      three charts: (Process Three Pt. 2)
      • Deaths
      • Category
      • Winds
  • through the lens of community and service:
    • follow the design cycle to create a newspaper article that the student will be responsible for posting in the community. The purpose of the newspaper article is to bring about community awareness of the storm of 1928 and what devastation it brought to our area.
    • format the Microsoft Word document into newspaper columns inserting charts and pictures. (Process 4)
  • through the lens of homo faber and health & social education:
    • follow the design cycle to create PowerPoint Presentation (Process 5) on the Unnamed Storm of 1928 using appropriate graphics, and personally generated charts.
    • include information on the health and social issues that the survivors faced with after the storm. Include the community services that stepped in and the health issues they were faced with.
  • through the lens of community and service:
    • follow the design cycle to create an electronic storybook about the
      Unnamed Storm of 1928 that is appropriate for elementary school
      age children. Students will use Power Point to create an interactive
      book that will be both visually appealing as well as informative. Students will use their previous knowledge of creating a Power Point Presentation, however, they will not use transition effects between slides.
    • use action buttons instead of automatic timing to move from slide to slide. This allows readers of all reading levels the ability to move from slide to slide at their own pace.
    • will include information buttons that will allow students to visit a webpage online for additional information.
    • upon publication of electronic storybook to the web, be responsibility for volunteering in a program aimed at Elementary Education so that they can share their storybook with children of this age group.
    • evaluate peers story books and provide them with feedback.
  • through the lens of environment:
    • students will contribute to the aesthetics of their classroom environment by creating a poster about the unnamed storm. Students will follow the design cycle in creating the poster.

Aims and Objectives, Fundamental Concepts:

Investigate, Plan, Create, Evaluate, Personal Engagement

Guiding Questions/Inquiry Into (MYP)
  • How do I organize my thoughts into a logical and clear presentation?
  • What are the steps to making a newspaper article?
  • What are the steps to making a story (presentation)?
  • How can I use what I learn to impact society?
  • How can I effectively provide feedback on my peers projects (Peer Evaluation)?

Concepts/Skills/ Knowledge

The students will demonstrate:

  • their understanding of creating outlines using graphic organizers for the direction of their newspaper articles.
  • their understanding of creating outlines by developing an overview for the direction the story will go in the electronic storybook.
  • their ability to "create" using applications they have been taught;
    specifically Paint, Word, Power Point, and Flash.
  • their ability to properly organize and present information in Power
    Point Presentation, peer evaluation, and self assessment of their finished product.

Duration:

12 weeks

Instructions:

Students will follow the instructions provided at Nicholson's Lesson
Plan Blues Webpage. Finished products are included in the grading
rubric listed below.

Assessment

WebQuest Grading Rubric.
Student Power Point Evaluation Rubric