UNIT TWO: Becoming Responsible

Learning Plan: 1 of 3
Class: Standard 4 Theme: A World of Change Making Choices
Duration:3 days Topic: When Disaster Strikes
Context: CONSIDERATIONS:
A natural disaster is a major adverse event resulting from natural
processes of the Earth; examples include floods, volcanic eruptions, HFLE:
earthquakes, tsunamis, and other geologic processes. A natural disaster
Understanding
can cause loss of life, damage to food crops, property damage, and Consequences
typically leaves some economic problems in its wake. Students should
take into account some of the necessary measures to be taken when
disaster strikes. Literacy
Reading
Writing
Outcomes:
Oral Communication
suggest examples of agro- processed foods to collect in times Media & Information
of a disaster Literacy
select and use appropriate estimation strategies to check for
reasonableness of answers and use calculators to check Numeracy
Problem Solving
answers/solutions
Critical thinking
investigate and apply mental mathematics strategies and skills Communication
to solve problems, such as, the use of related facts, compatible Representation
numbers within 1000, multiplication and related division facts up Reasoning
to 12 times table and squares and square roots
interpret findings displayed in tables, charts and graphs ICT Skills
use analyzed data to solve problems, draw conclusions and Differentiated
make decisions Instruction
create a stable simple structure with consideration of : choice of
basic material, shape, width of base, overall height, placement Assessment for
of load and center of gravity learning
analyze simple structures and improve their stability by
attempting to lower the center of gravity
write narrative-descriptive stories showing beginning, middle
and end plot structure with a key focus on character
development, personification, simile and the simple metaphor.
use interpretive movements to highlight and comment on social
issues

Activities:
Stocking up on Food
1. Students are shown pictures of various natural disasters
and their physical impact.
2. Students share experiences and ideas based on what is
viewed.
3. Students browse the website for the Office of Disaster
Preparedness and Management (ODPM) to develop
deeper awareness of disasters and their impact.
 4. Students, in their groups, brainstorm some of the
possible negative effects of natural disasters.
5. Students document their ideas and present orally to the
class.
6. A discussion is led by the teacher with a key focus on:
- the impact a natural disaster has on the supply of
food
- why it is necessary to stock up on food during a
natural disaster.
7. Students suggest examples of foods that can be
collected in times of a disaster.
8. Students make journal entries with examples of agro-
processed foods

Checking for Solutions

9. Students listen to a scenario presented by the teacher in
which the supply of food in a community has been
affected by a natural disaster.
10. Students are asked to apply appropriate estimation
strategies to determine the cost of damage to crops and
livestock.
11. Students are then given a problem and asked to
calculate the actual damage to the supply of food that
took place.
12. The strategies for estimation and calculation are verified
by the teacher after class discussion.
13. Students, in their groups, are presented with examples
of agro- processed foods that are used in times of
disaster.
14. Students interpret the findings displayed in the graph to
determine answers to questions posed by the teacher.
15. Students use the analysed data to solve problems, draw
conclusions and make decisions.
16. Groups present their findings to the class.

Damage Control
17. Students are asked to design a simple stable structure
that would be able to withstand the elements of a natural
disaster.
18. Students, in their groups, create their structure using a
variety of materials.
19. An investigation is conducted to determine the stability
of the various structures when exposed to a natural
disaster. This can be simulated with the use of a fan or
flowing water.
20. Students analyse their structures and improve their
stability by attempting to lower the centre of gravity.
21. Students document their findings in their journals.
 The Big Storm
22. Students work together to develop a story based on
The Big Storm with key focus on character
development. (A lesson on character development can
be inserted here)

23. Students apply their knowledge of personification, the

simile and simple metaphor in creating their stories.
24. Students celebrate their achievement by reading their
stories to the class and displaying it on a story board.

Movement
Students work together to interpret movements from the story and
create a one to two minute narrative dance piece depicting one social
issue highlighted in the story.

Resources:
Art Supplies : Materials and tools to create structure (cardboard,
string, glue, scissors, tape, paper, sticks)
ICTs: Web resource: http://www.odpm.gov.tt/
Others: Pictures depicting natural disasters, Graph showing
examples of agro- processed foods

Assessment:
Documentation
Journal entries
Presentations
Rubrics for narrative- descriptive writing
Oral questioning
 Graph showing examples of agro-processed foods used during times of disaster

Production, Processing & Preserving

40
35
35
T 30
h 30
o 25
25
u 20 20
s 20
15 15
a 15
n 10
d 10
5
s 5

Foods
Possible Picture Resources that can be used for this Learning Plan
 Rubric for Narrative- Descriptive Writing
Exceeds Objective 10-9
WRITING PROCESS Uses the writing process
effectively
CONTENT Establishes a well-developed
setting
Develops excellent plot in
keeping with the theme and
task
Develops characters through
description, dialogue, and
action
WORD CHOICE Uses vivid descriptive
language and sensory details
Uses figurative language
effectively images,
symbols, colours
ORGANISATION Organises ideas effectively
using transition words or
phrases and paragraphs
SENTENCE FLUENCY Uses varied sentence length
and structure that enhances
meaning - all sentences flow
GRAMMAR, USAGE Effectively demonstrates use
of punctuation, spelling,
AND MECHANICS capitalization, grammar,
simile, simple metaphor,
personification and character
development.
Meets Objectives 8-6
Uses the writing process
Establishes a limited setting
Well-developed plot in
keeping with theme and task
Develops characters through
description
Uses descriptive language
and some sensory details
Uses figurative language -
images, symbols, colours
Organises ideas using
transition words or phrases
and paragraph
Uses varied sentence length
and structure to enhance
meaning - most sentences
flow
Demonstrates use of
punctuation, spelling,
capitalization, grammar,
simile, simple metaphor,
personification and character
development.
Emerging 5-3
Uses some steps of the
writing process
Establishes a weak idea/plot
and setting
Fair development of plot in
keeping with theme
Identifies characters
Uses limited, repetitive word
choice
Uses figurative language in a
limited way- images, symbols,
colours
Uses transition words or
phrases and organises ideas
and supporting details, but may
not be in paragraph form
Uses varied sentence but
some run-on or are
confusing
Some errors in punctuation,
spelling, capitalization,
grammar, simile, simple
metaphor,
personification and
character development.
Makes an Attempt 2-1
Shows little or no evidence of
using the writing process
Establishes no real idea/plot
and setting
Very limited development of
plot and theme
Attempts or neglects to
identify character
Uses dull, repetitive word
choice
Little or No use of figurative
language
Uses little or no transition
words or phrases and little or
no organisation of ideas
Does not use varied sentence
length and structure -
sentences are incomplete and
meaning is impeded
Little or no use of
punctuation, spelling,
capitalization, grammar,
simile, simple metaphor,
personification and character
development.