Here are all the details for your new project!
You can download a pretty PDF to save onto your iPad here
…Or click below to read the rest online.
Please add any questions or concerns you may have in the comment section so I can answer them for all to see!
Part A – Group project: Types of disasters
- You will be presenting this information to your classmates so keep it interesting with correctly researched information, with 2+ forms, such as media clips, video, emailed handouts, maps etc.
- Check this with your teacher once your group has decided what form of presentation you will be using – Movie, blog, play, dance, song, poem?
- Four group members per group
- You will marked on your group work & presentation and contribution to both!
- Select ONE of the following natural disasters and ok this with your teacher:
- Winds (cyclones and tornadoes)
- Blizzard/snow storms
You need to include and answer the following questions AS A GROUP, so work out a fair way to share the load.
- What causes the disaster?
- List 3 factors have to happen or occur or leading up to your natural disaster occurring
- Include any specific geological information, such as land form, types using specific geologic language
- What occurs or happens during the disaster
- Describe in a detailed step by step description what happens DURING the disaster
- How does settlements (cities) prepare for the disaster
- What can be done to prepare or support people who are affected by these disasters?
- How can an individual prepare for the disaster?
- Think about buildings and they lay of the land and how people live and change their lives to accommodate and live with a natural disaster.
Part B – Focusing on a Specific Disaster
- WORKING ON YOUR OWN you need to select an actual event that has occurred from your select natural disaster choice.
- You need to present the following information in any form, i.e. booklet, poster, Keynote, Movie, stop-motion, ePub, twitter feed? – just make sure you check with your teacher first!
- This section alone should be 500 words minimum (2-3 pages)
- Describe what caused your individual event including place/s included and the date/s it occurred
- Use diagram/s, statistics and/ OR mapping skills to represent data. E.g. using a range of geographical tools and skills to gather data, for example, weather forecast, topographical maps and charts or satellite images to represent the possible causes within your particular area.
- What was or what made the event a natural disaster?
- What were the short term effects from the natural disaster, such as deaths, injuries, buildings, costs, damages?
- What are the long term effect from the natural disasters including homelessness, sanitary conditions, refugees, rebuilding programs and plans, etc
- Describe the short term effect (the responses e.g. fire brigade, police and public) and long term effect (charities donations, fundraising, aid, and other countries responses/aid)
- Propose alternatives, strategies or solutions to the inquiry and make decisions on a course of action for possible further events. E.g. make recommendations, for example, of ways to improve living within the natural disasters context and what changes have occurred as a result of the natural disaster (new building or safety codes and actions taken to safe guard from further events happening?)
You also need to include:
- You need to include a bibliography of all the materials you have used, including at least 2 books
- Pictures with annotations
- Detailed and clear responses well written in sentences and paragraphs.
Natural Disasters Research Project Success Rubric:
|Organisation||Information is very organised with well constructed paragraphs content follows a logical sequence which adds clarity to reader||Information is organised with well constructed paragraphs content flows nicely to add clarity to reader||Information is generally organised with only 1 or 2 problems separate ideas discussed in separate paragraphs content is generally clear to reader||2 or 3 problems with organisation of information separate ideas are not discussed in separate paragraphs reader must reread at times for clarity||Information is disorganised gaps in content leave reader confused.|
|Quality of Information||Information clearly relates to questions posed in the task sheet with 3 or 4 unique, creative supporting details and/or examples are used which add interest to reader||Information clearly relates to questions posed in the task sheet with 1 or 2 supporting details and/or examples are used to add interest.||Information clearly relates to the questions posed in the task sheet 1 supporting detail and/or example in provided.||Information is not entirely related to questions posed in the task sheet with no supporting details and/or examples provided||Information has little to do with the questions posed in the task skeet with no supporting details and/or examples provided.|
|Diagrams||Diagrams, maps(BOLTSS) and illustrations are neat, accurate and clearly relate to the questions posed in the introduction they provide additional insight to the content||Diagrams, maps(BOLTSS) and illustrations are accurate and clearly relate to the questions posed in the introduction they add interest to the content||Diagrams, maps(BOLTSS) and illustrations are accurate and are related to the questions posed in the introduction||Diagrams, maps(BOLTSS) and illustrations where present are neither neat nor entirely accurate they don’t add much to the content||Diagrams, maps(BOLTSS) and illustrations where present are neither neat nor accurate; and they don’t appear to relate to the questions posed in the introduction|
|Summary of changes/effects caused by Natural Disasters both short and long term||Highlights important information conclusions are logical and reasonable and clearly relate to the questions posed in the task sheet||Highlights important information conclusions are reasonable and clearly relate to the questions posed in the task sheet||Important points indicated conclusions are reasonable and relate to the questions posed in the task sheet||Not all of the important points are identified there are some gaps in logic relating conclusions to the questions posed in the task sheet||Important points not identified conclusion does not relate to questions posed in the task sheet|
|Grammar||There is no grammatical. Spelling or punctuation errors||There are 1 or 2 minor grammatical, spelling or punctuation errors||There are 3 or 4 minor errors in punctuation, grammar and/or spelling which do not break the flow for the reader|
|Sources||All sources are accurately documented and in the desired format. 3 or more sources used including 2 books.
|All sources are accurately documented and in the desired format. Only 2 sources used including a book.