Profile Sheet
PBL Lesson Plan for Diverse Learners
Teacher:
Topic:
Primary Subject Area:
Outside Subject Area:
Class and Level
Grade Level:
Mrs. Ann Gingell
Weather
Science
Language Arts
Science, Advanced
5th grade
Title: County Officials Question: Is Gulf County prepared for the next Hurricane Katrina?
Description of Student Roles and Problem Situation:
Students become medical personnel and Public Works personnel in Gulf County, Florida. The County
Commissioners are anxious about readiness as it is the start of another hurricane season. The medical and Public
Works personnel receive a memo from the Commissioners, along with a copy of the Gulf County Mitigation
Strategies Evaluation and the 2011-2013 Public Health and Health Care Preparedness (PHHP) Strategic Plan. The
County Commissioners are expecting a presentation from each department at the next County Commissioners
meeting.
Adaptations for Student from Non-Western culture:
1.
2.
3.
Since students from different ethnic and cultural backgrounds bring their own learning styles and cultural
assumptions to the classroom, the teacher will take time to research and learn about the students'
background, assumptions and expectations in the classroom. In conversing with the student, the teacher
will determine the following things:
a. Speaking Up: Whether or not the student subscribes to a high-context society in which there are
many rules and people say less, or a low context society that depends on explicit verbal
messages.
b. Tracking Time: Whether or not the student subscribes to monochronic, meaning that people do
one thing at a time and adhere to schedules, or polychronic, where people do several things at a
time, put interpersonal needs over schedules, and may view time as an invasion of self.
c. Physical Self: What kinds of gestures the student uses — for example, beckoning someone is
offensive in some cultures — and the amount of personal space they need to feel comfortable.
d. Personal Interaction: How the student views cooperation, competition and discipline.
When in doubt about the appropriateness of certain materials, the teacher will consult others. The
teacher will form a committee of educational professionals and parent volunteers to evaluate the
authenticity of questionable material.
The teacher will then align instructional techniques with the student’s learning style.
Adaptations for ESOL Student:
1.
2.
3.
4.
All project materials will be provided in the student’s native language.
A dedicated computer will be provided for the student that houses translation software and online native
language dictionaries.
Teacher will employ specific questioning techniques to enhance learning; such as comparing, elaborating,
predicting, synthesizing, and evaluating.
Student will be deliberately placed in a group with a tutor/peer buddy, who will assist the ESOL student.
Title, Learner Characteristics, and Sunshine State Standards Sample Component
PBL Lesson Plan for Diverse Learners
Teacher:
Topic:
Primary Subject Area:
Outside Subject Area:
Class and Level
Grade Level:
Mrs. Ann Gingell
Weather
Science
Language Arts
Science, Advanced
5th grade
Title: County Officials Question: Is Gulf County is prepared for the next Hurricane Katrina?
Primary NG Sunshine State Standards: Earth and Space Science, Big Idea 7: Earth Systems and
Patterns.
SC.5.E.7.3: Recognize how air temperature, barometric pressure, humidity, wind speed and
direction, and precipitation determine the weather in a particular place and time. Moderate
Cognitive Level.
SC.5.E.7.5: Recognize that some of the weather-related differences, such as temperature and
humidity, are found among different environments, such as swamps, deserts, and mountains.
Moderate Cognitive Level.
SC.5.E.7.6: Describe characteristics (temperature and precipitation) of different climate zones
as they relate to latitude, elevation, and proximity to bodies of water. High Cognitive Level.
Outside Subject Area NG Sunshine State Standards: Reading/Language Arts, Information and
Media Literacy.
LA.5.6.3.2: The student will use a variety of reliable media sources to gather information
effectively and to transmit information to specific audiences.
Learner Characteristics of Elementary Grades Students:
Physical: Since the elementary grade period is relatively calm and predictable in terms of
physical development, this lesson is ideal for introducing students to the practice of researching
a topic. (p.79) This lesson takes advantage of the fact that fourth and fifth grade students are
more capable of sitting quietly for extended periods and concentrating on an intellectual task
by requiring students to work on a computer doing research. In addition, hormonal imbalances
are absent so it is a good time to let students work, interact and solve problems with the
opposite gender.
Social: During the elementary grades, peer groups become more powerful and begin to replace
adults as the major source of behavior standards and recognition achievement. (p.79) This
lesson will address the tendency of children at this age to be more interested in getting along
with one another without adult supervision by dividing the students into small groups and
allowing them the freedom to research and develop their own solution to the problem.
Although they will have some direction and supervision, this project will help ease them into
the transition from adult focused behavioral norms to peer focused behavioral norms.
Emotional: At this stage of emotional development, students in the fourth and fifth grades are
developing a more comprehensive and complicated self-image. To help foster a positive self
image, this lesson requires students to interact with their peers in class and with students from
another country (via e-mail). The lesson will challenge them and help reinforce the value of
emotional rewards for a job well done. In interacting positively with others and contributing to
the project, it will enhance the student’s self-concept of themselves.
Cognitive: This lesson is designed to allow elementary grade students, who reason logically but
concretely, (p.81) to begin to develop an understanding for general and abstract ideas. Hence,
the lesson is based on tangible ideas that the students have experienced. Students experience
the weather every day. This lesson takes those experiences and challenges students to use their
critical thinking skills to determine if Gulf County is prepared for the next hurricane.
Cognitive: On tasks that require more complex memory skills, the elementary age student
exhibits a more limited performance. (p.82) This lesson exposes the student to moderate and
high level concepts as outlined in the NGSSS to give the student the opportunity to start
developing critical thinking, analysis and problem solving skills. Although there is a debate
about the importance of teaching process over content, it seems that the importance of HOTS
is growing rapidly. It is necessary for students to master these higher order skills, as the concept
of higher order thinking skills (HOTS) has become a major educational agenda item.
Learning Outcomes, Student Role & Problem Situation, Meet the Problem Method
PBL Lesson Plan for Diverse Learners
Teacher:
Topic:
Primary Subject Area:
Outside Subject Area:
Class and Level
Grade Level:
Mrs. Ann Gingell
Weather
Science
Language Arts
Science, Advanced
5th grade
Title: County Officials Question: Is Gulf County prepared for the next Hurricane Katrina?
Primary NG Sunshine State Standards: Earth and Space Science, Big Idea 7: Earth Systems and
Patterns.
SC.5.E.7.3: Recognize how air temperature, barometric pressure, humidity, wind speed and
direction, and precipitation determine the weather in a particular place and time. Moderate
Cognitive Level.
Learning Outcome: Given a computer and blank Weather Journal (example below), student will
visit the NASA web site and view the How Weather Data Is Collected video
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/How_Weather_Data
_Is_Collected.html and visit http://www.weatherwizkids.com/ in order to start and keep a
Weather Journal daily for one week, where they will record temperature, humidity, barometric
pressure, wind speed, wind direction, and beach flag warning level; and analyze the weather to
assign daily precipitation levels, cloud cover and weather alert level. with 100% of the data
filled in and no less than a 90% accuracy. Analysis.
SC.5.E.7.6: Describe characteristics (temperature and precipitation) of different climate zones
as they relate to latitude, elevation, and proximity to bodies of water. High Cognitive Level.
Learning Outcome: After reading and discussing the Meet the Problem document and given a
computer, email login and password, and a ‘pen-pal’s’ email address, student will prepare a list
of at least four accurate questions about hurricane preparedness to email to another fifth grade
student at Benjamin Franklin Elementary Mathematics and Science School in New Orleans, LA
in Mrs. Brumfield’s fifth grade Science class. Synthesis.
Outside Subject Area NG Sunshine State Standards: Reading/Language Arts, Information and
Media Literacy.
LA.5.6.3.2: The student will use a variety of reliable media sources to gather information
effectively and to transmit information to specific audiences.
Learning Outcome: Given a computer and/or recording equipment, student collaborates in a
small group to produce a hurricane preparedness presentation containing the following
information:
1.
2.
3.
4.
5.
What are the weather characteristics of a hurricane?
Does Gulf County participate in the NOAA Weather Alert System?
Has Gulf County ever had a hurricane?
Explain in general what can be done to prepare Gulf County for a hurricane.
Explain at least three things that Gulf County needs to do from your role’s perspective
to prepare for a hurricane.
Presentation may be a PowerPoint slide show or a television spot. Evaluation.
Description of Student Roles and Problem Situation:
Students become medical personnel and Public Works personnel in Gulf County, Florida. The
County Commissioners are anxious about readiness as it is the start of another hurricane
season. The medical and Public Works personnel receive a memo from the Commissioners,
along with a copy of the Gulf County Mitigation Strategies Evalution and the 2011-2013 Public
Health and Health Care Preparedness (PHHP) Strategic Plan. The County Commissioners are
expecting a presentation from each department at the next County Commissioners meeting.
Meet the Problem Documents:
The County Commissioners Memo and Gulf County Mitigation Strategies, are both utilized as
“meet the problem” documents.
COUNTY COMMISSIONERS MEMO
To:
From:
Date:
Re:
Gulf County Public Works Division, Gulf County Health Department
Gulf County Board of Commissioners
May 25, 2011
Gulf County Hurricane Preparedness
On May 19, 2011 the National Oceanic and Atmospheric Association (NOAA) issued a press release
predicting an above normal Atlantic hurricane season. As we learned with Hurricane Katrina, being
prepared for a natural disaster can literally be a question of life or death. There are just over 16,000
residents in Gulf County who depend on the county government in times of crisis.
We would like you to work together to advise whether or not, from your department’s perspective, Gulf
County is prepared for a hurricane. The staff at the Gulf County Emergency Operations Center is at your
disposal. You may consult the Gulf County Mitigation Strategies Evalution and the 2011-2013 Public
Health and Health Care Preparedness (PHHP) Strategic Plan (enclosed) to find possible shortfalls.
Please be prepared to share your findings at the next County Commissioners meeting on June 8, 2011 at
6:00pm.
GULF COUNTY MITIGATION STRATEGIES
The following tables provide further information regarding Mitigation Goals
and Policies in Gulf County. Each table presents the local policies of the county, Port St.
Joe and Wewahitchka that support hazard mitigation and the corresponding locations in
jurisdictional documents.
Policies
By the year 2000, the vacant/undeveloped
land use acreage (presently 860 acres) will
decrease in order for the land use categories to
accomplish the projected growth. Development of
this land will require provisions for drainage and
storm water management in compliance with
State regulations. Open space provisions, as well
as safe and convenient on-site traffic flow
provisions will be required for developments
under the City's adopted land development
regulation.
The City will utilize land development review
procedures which encourage mixed land
Location
Land Use
Element
Notes
Policy 1.1.1:
There is a missed opportunity to
describe provisions such as
storm water and drainage as an
issue of local health and safety.
Land Use
Element
Few projects have
been large enough to
uses when beneficial, to include conservation
uses and natural groundwater aquifer recharge
areas.
The City will protect potable water wellfields
and natural groundwater aquifer recharge
areas by working with the Northwest Florida
Water Management District to develop
protective measures such as a radius buffer
zone around the existing public supply wells
will be located to avoid the potential for
degradation of groundwater due to the close
proximity of the saltwater/freshwater
interface both coastward and within the
aquifer. Management of pollutant sources will be
controlled by provision of or reference to specific
requirements that shall include, but not be limited
to, zoning ordinances, source permitting,
prohibition and site plan review.
Policy 1.3.5
Land Use
Element
Policy 1.5.1:
The City will address areas subject to
seasonal and periodic flooding and provide
for drainage and stormwater management
through provision of (by means of Code or
land development regulations) or reference
to specific requirements and/or standards for
construction in designated flood-prone areas
Land Use
Element
The City will institute a water distribution leak
prevention program in an effort to conserve
our natural resource, "water." In addition,
water customers will be continuously
informed to conserve water for conservation
sakes. Programs instituted by the Water
Management District, such as alternate
irrigation program, will be supported by theCity.
Infrastructure
Repair and Replacement projects for the
Planning Period 1990 through 2000 will be
met by establishing an annual budget for:
a) $40,000 per fiscal year for repairing or
replacing old and defective sewer pipes and
manholes, on an as needed basis to be
determined by the Public Works Department.
b) $5,000 per calendar for replacing
potable water distribution pipes under 6’’
diameter, on an as needed basis to be
determined by the Public Works Department.
c) Fiscal Years 1993 and 1994 a budget
$65,000 per year will be established to
include not only annual repair and
replacement but funds to update the Drainage
Master Plan
Infrastructure
OBJECTIVE
Specific and detailed provisions for the siting
of marinas shall be included in the land
development regulations. Such provisions
shall include, but not be limited to, the
following criteria:
Coastal
Element
accommodate
multiple or mixed land uses.
Supply wells for City water are
near the Intercoastal (Gulf
Canal). This area along the canal
is largely zoned
industrial and commercial. This
area is mostly
undeveloped, but as it is
developed, this policy should be
used to protect
wellheads and groundwater
quality.
Policy 1.6.5:
Policy 1.1.17:
2.3:
Policy 1.8.2:
This has not been
done. However, City
is actively pursuing a
leak prevention grant
for sewer system piping.
Still looking for
technique to
establish which pipes
are leaking. Smoke
test is one possibility
that has been
examined. Noted
that some
unsupervised
demolition crews
failed to cap sewer
lines after houses
were demolished.
Now it is always done.
This is done and is
demonstrated in City
Marina complex
currently under
construction. It may
1. Demonstrate the presence of sufficient
Coastal Element Policy 1.8.2: This is done and is
demonstrated in City Marina complex
currently under construction. It may be good to
establish upland area to accommodate parking,
utility and support facilities;
2. Provide a hurricane mitigation and
evacuation plan;
3. Be located in proximity to natural
channels so that minimum or no dredging
shall be required for provision of docking
facilities.
4. Maintain water quality standards as
provided by Chapter 403, Florida Statutes;
5. Demonstrate that it meets a public need
thereby demonstrating economic
viability/feasibility.
be good to establish a periodic
review of
marina hurricane
mitigation and evacuation plan
EXCERPTS FROM THE 2011-2013 PUBLIC HEALTH AND HEALTH CARE PREPAREDNESS (PHHP) STRATEGIC
PLANSection I: 2011-2013 PHHP Strategic Goals,
Objectives, Strategies and Projects 4
Goal #1 – Prepare 4
Objective 1.1 – Risk Management Capability 4
Objective 1.2 – Planning Capability 5
Objective 1.3 – Training and Exercises 6
Objective 1.4 – Information Sharing and Dissemination Capability 7
Goal #2 – Incident Management 8
Objective 2.1 – Emergency Support Function #8 (ESF8) Capability 8
Objective 2.2 – Interoperable Voice and Data Communications Capability 9
Goal #3 – Surge Management 10
Objective 3.1 – Emergency Triage and Pre-Hospital Treatment Capability 10
Objective 3.2 – Medical Surge Capability 11
Objective 3.3 – Medical Logistics Capability 12
Objective 3.4 – Volunteer Management Capability 13
Objective 3.5 – Fatality Management Capability 14
Goal #4 – Countermeasures and Mitigation 15
Objective 4.1 – Responder Safety and Health Capability 15
Objective 4.2 – Mass Prophylaxis Capability 16
Objective 4.3 – Isolation and Quarantine Capability 17
Goal #5 – Detection Surveillance and Investigation 18
Objective 5.1 – Epidemiological Surveillance and Investigation Capability 18
Objective 5.2 – Laboratory Testing Capability 19
Objective 5.3 – Chemical Biological Radiological Nuclear and Explosive (CBRNE)
Detection Capability 20
Objective 5.4 – Environmental Health Capability 21
Goal #6 – Community Resilience 22
Objective 6.1 – Community Health Care System Resilience Capability 22
Objective 6.2 – Community Preparedness and Participation Capability 23
Objective 6.3 – Mass Care Capability 24
Objective 6.4 – Critical Infrastructure Protection Capability 25
Section II: The Path to Preparedness 26
Section III: Celebrating Our Successes 29
Section IV: The Journey Continues 41
Section V: Acknowledging Our Partners 43
Appendix A: 2011-2013 PHHP Proposed Measures of Success 44
Objective 1.3 – Training and Exercises Desired Outcome: Training and exercises are targeted to close
priority gaps in readiness. Status: No Enhancement Strategies.
Objective 2.1 - Emergency Support Function #8 (ESF8) Capability Desired Outcome: The event is
effectively managed through multi-agency coordination for a pre-planned or no-notice event.. One
Enhancement Strategy.
Objective 3.3 - Medical Logistics Capability
Desired Outcome: Critical medical supplies and equipment are appropriately secured, managed,
distributed and restocked in a timeframe appropriate to the incident. Status: No Enhancement
Strategies
Problem Statement, Know/Need to Know Boards, Possible Resources
PBL Lesson Plan for Diverse Learners
Teacher:
Topic:
Primary Subject Area:
Outside Subject Area:
Class and Level
Grade Level:
Mrs. Ann Gingell
Weather
Science
Language Arts
Science, Advanced
5th grade
Title: County Officials Question: Is Gulf County prepared for the next Hurricane Katrina?
Primary NG Sunshine State Standards: Earth and Space Science, Big Idea 7: Earth Systems and
Patterns.
SC.5.E.7.3: Recognize how air temperature, barometric pressure, humidity, wind speed and
direction, and precipitation determine the weather in a particular place and time. Moderate
Cognitive Level.
Learning Outcome: Given a computer and blank Weather Journal (example below), student will
visit the NASA web site and view the How Weather Data Is Collected video
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/How_Weather_Data
_Is_Collected.html and visit http://www.weatherwizkids.com/ in order to start and keep a
Weather Journal daily for one week, where they will record temperature, humidity, barometric
pressure, wind speed, wind direction, and beach flag warning level; and analyze the weather to
assign daily precipitation levels, cloud cover and weather alert level, with 100% of the data
filled in and no less than a 90% accuracy. Analysis.
SC.5.E.7.6: Describe characteristics (temperature and precipitation) of different climate zones
as they relate to latitude, elevation, and proximity to bodies of water. High Cognitive Level.
Learning Outcome: After reading and discussing the Meet the Problem document and given a
computer, email login and password, and a ‘pen-pal’s’ email address, student will prepare a list
of at least four accurate questions about hurricane preparedness to email to another fifth grade
student at Benjamin Franklin Elementary Mathematics and Science School in New Orleans, LA
in Mrs. Brumfield’s fifth grade Science class. Synthesis.
Outside Subject Area NG Sunshine State Standards: Reading/Language Arts, Information and
Media Literacy.
LA.5.6.3.2: The student will use a variety of reliable media sources to gather information
effectively and to transmit information to specific audiences.
Learning Outcome: Given a computer and/or recording equipment, student collaborates in a
small group to produce a hurricane preparedness presentation containing the following
information:
6. What are the weather characteristics of a hurricane?
7. Does Gulf County participate in the NOAA Weather Alert System?
8. Has Gulf County ever had a hurricane?
9. Explain in general what can be done to prepare Gulf County for a hurricane.
10. Explain at least three things that Gulf County needs to do from your role’s perspective
to prepare for a hurricane.
Presentation may be a PowerPoint slide show or a television spot. Evaluation.
Description of Student Roles and Problem Situation:
Students become medical personnel and Public Works personnel in Gulf County, Florida. The
County Commissioners are anxious about readiness as it is the start of another hurricane
season. The medical and Public Works personnel receive a memo from the Commissioners,
along with a copy of the Gulf County Mitigation Strategies Evalution and the 2011-2013 Public
Health and Health Care Preparedness (PHHP) Strategic Plan. The County Commissioners are
expecting a presentation from each department at the next County Commissioners meeting.
Meet the Problem Documents:
The County Commissioners Memo, 2011-2013 Public Health and Health Care Preparedness (PHHP)
Strategic Plan and Gulf County Mitigation Strategies are all utilized as “meet the problem”
documents.
Problem Statement:
How can we, as Gulf County Health Department and Public Works Employees, determine if our
departments are prepared for the next hurricane in such a way that:
 We can provide safe drinking water for all residents within twenty-four hours,
 We can minimize all effects of a storm surge,
 We can ensure mass health care capability (incl. medicine, routine and trauma),
 We can present our findings at the Gulf County Commissioners meeting on June 8, 2011.
Need To Know Board:
KNOW
The National Oceanic and Atmospheric
Association (NOAA) is predicting an above
normal Atlantic hurricane season.
Gulf County does have a 2011-2013 Public
Health and Health Care Preparedness (PHHP)
Strategic Plan.
Gulf County does have a Mitigation Goals and
Policies Document.
Gulf County has over 16,000 residents who
could require assistance in the event of a
hurricane.
Gulf County does have an Emergency
Operations Center that monitors weather
developments.
Vacant/undeveloped land use acreage in Gulf
County has not decreased significantly under
860 acres.
At the time the Gulf County Mitigation Goals
and Policies Document was published, the city
of Port St. Joe had not instituted a water
distribution leak
prevention program in an effort to conserve
water.
Gulf County budgeted for repair and
replacement projects, including replacing
potable water distribution pipes on an as
needed basis to be determined by the Public
Works Department.
The 2011-2013 PHHP Strategic Plan addresses
the issue of the number of volunteers and
subsequent training required for Gulf County
in the event of a hurricane.
The Health and Public Works Departments of
Gulf County must share their findings at the
next County Commissioners meeting on June
8, 2011 at 6:00pm.
NEED TO KNOW
Are there training and exercises conducted by
the Health Department targeted to close
priority gaps in readiness?
Can hurricane medical relief efforts be
effectively managed through multi-agency
coordination?
Can critical medical supplies and equipment
be appropriately secured, managed,
distributed and restocked in a timeframe
appropriate for a hurricane?
Does Gulf County have enough medical
supplies stockpiled in the event of a
hurricane?
Are the Gulf County Emergency Operations
Center personnel available for questions or
clarification purposes?
Are there provisions for storm water and
drainage in reference to an issue of local
health and safety?
Has the city of Port St. Joe received a leak
prevention grant for sewer system piping to
prevent water distribution leaks? If so, has it
been implemented?
Have the repairs and replacements of potable
drinking water pipes been completed?
Are there enough trained volunteers to
execute any emergency preparedness plan for
the Health Department?
In the event of a hurricane, is the Health
Department ready to develop, coordinate and
distribute useful, reliable and timely public
health and health care information to the
public, responders and others across the
county?
Possible Resources:
Printed Material:
 Weather Analysis Tools: Word document that includes kid-friendly tables to help students
categorize information in their weather journals. Includes the Hazardous Weather Statements
(difference between watch/warnings), Beaufort Wind Scale, Saffir-Simpson Hurricane Scale and the
Maritime Advisory Scale.
County Documents:
 Gulf County Local Mitigation Strategy (LMS)
 2011-2013 Public Health and Health Care Preparedness (PHHP) Strategic Plan
Newspaper or E-Zine Articles
 Red Cross Preparing For Busy Hurricane Season. American Red Cross April 7, 2011.
http://www.midfloridaredcross.org/detalle_noticias.asp?SN=5942&OP=5944&id=8345&IDCapitul
o=9b23psxu4i
Videos
 NASA for Kids: How Weather Data Is Collected video:
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/How_Weather_Data_Is_
Collected.html
Community Resources
 Gulf County Emergency Operations Center. Student Contact: Stephanie Richardson, Staff Assistant.
(850) 229-9110. 1000 Cecil G. Costin, Sr. Blvd, Building 500, Port St. Joe, FL 32456. E-mail:
emermgmt@gulfcounty-fl.gov.
 Gulf County Public Works Department. Student Contact: Joe Danford, Director. (850) 227-1401.
1001 10th Street, Port St. Joe, FL 32456. E-mail: publicworks@gulfcounty-fl.gov.
Online
Site and Link
Weather Wiz Kids:
http://www.weatherwizkids.com/
Florida Department of Health:
http://www.doh.state.fl.us/demo/php/index.html
http://www.fema.gov/kids/ready.htm
Resource Description
Web site designed by a meteorologist
especially for kids to allow them to learn
more about the world of weather.
Includes the following links:
Diseases and Other Threats
Strategic National Stockpile and Mass Dispensing Course
Health Preparedness and Response Basics
Hospital Preparedness
Hurricane & Severe Weather Information
Strategic Planning
Training and Exercise Planning
This site, sponsored by the Federal
Emergency Management Agency (FEMA),
http://www.weather.gov/os/severeweather/reso
urces/ttl7-09.pdf
http://www.nhc.noaa.gov/HAW2/english/prepare
/family_plan.shtml
http://www.dep.state.fl.us/cmp/programs/flags.h
tm
http://www.redcross.org/portal/site/en/menuite
m.53fabf6cc033f17a2b1ecfbf43181aa0/?vgnextoi
d=53f0779a32ecb110VgnVCM10000089f0870aRC
RD&currPage=a413d7aada352210VgnVCM100000
89f0870aRCRD
has multiple pages designed to inform
children about natural disasters and
preparedness.
This PDF includes information about family
preparedness plans and safety rules, and
information about thunderstorms,
tornadoes, and lightning such as facts,
when and where they occur, and how they
form.
National Hurricane Center's site for
hurricane preparedness. Includes sample
family disaster plan, checklist for supply kit,
and links to background knowledge about
storm surges, flooding, and high winds.
Beach Warning Flag Program
Red Cross Hurricane Preparedness Portal.
Kid friendly safety checklists, hurricane
definitions and differences between
watches and warnings.
Capstone Performance
PBL Lesson Plan for Diverse Learners
Teacher:
Topic:
Primary Subject Area:
Outside Subject Area:
Class and Level
Grade Level:
Mrs. Ann Gingell
Weather
Science
Language Arts
Science, Advanced
5th grade
Title: County Officials Question: Is Gulf County prepared for the next Hurricane Katrina?
Primary NG Sunshine State Standards: Earth and Space Science, Big Idea 7: Earth Systems and
Patterns.
SC.5.E.7.3: Recognize how air temperature, barometric pressure, humidity, wind speed and
direction, and precipitation determine the weather in a particular place and time. Moderate
Cognitive Level.
Learning Outcome: Given a computer and blank Weather Journal, student will visit the NASA
web site and view the How Weather Data Is Collected video
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/How_Weather_Data
_Is_Collected.html and visit http://www.weatherwizkids.com/ in order to start and keep a
Weather Journal daily for one week; where they will record temperature, humidity, barometric
pressure, wind speed, wind direction, and beach flag warning level; and analyze the weather to
assign daily precipitation levels, cloud cover and weather alert level, with 100% of the data
filled in and no less than a 90% accuracy. Analysis.
SC.5.E.7.6: Describe characteristics (temperature and precipitation) of different climate zones
as they relate to latitude, elevation, and proximity to bodies of water. High Cognitive Level.
Learning Outcome: After reading and discussing the Meet the Problem document and given a
computer, email login and password, and a ‘pen-pal’s’ email address, student will prepare a list
of at least four accurate questions about hurricane preparedness to email to another fifth grade
student at Benjamin Franklin Elementary Mathematics and Science School in New Orleans, LA
in Mrs. Brumfield’s fifth grade Science class. Synthesis.
Outside Subject Area NG Sunshine State Standards: Reading/Language Arts, Information and
Media Literacy.
LA.5.6.3.2: The student will use a variety of reliable media sources to gather information
effectively and to transmit information to specific audiences.
Learning Outcome: Given a computer, students collaborate in a small group to produce a
hurricane preparedness presentation containing the following information:
11. What are the weather characteristics of a hurricane?
12. Does Gulf County participate in the NOAA Weather Alert System?
13. Has Gulf County ever had a hurricane?
14. Explain in general what can be done to prepare Gulf County for a hurricane.
15. Explain at least three things that Gulf County needs to do from your role’s perspective
to prepare for a hurricane.
Presentation will be a PowerPoint slide show. Evaluation.
Description of Student Roles and Problem Situation:
Students become medical personnel and Public Works personnel in Gulf County, Florida. The
County Commissioners are anxious about readiness as it is the start of another hurricane
season. The medical and Public Works personnel receive a memo from the Commissioners,
along with a copy of the Gulf County Mitigation Strategies Evalution and the 2011-2013 Public
Health and Health Care Preparedness (PHHP) Strategic Plan. The County Commissioners are
expecting a presentation from each department at the next County Commissioners meeting.
Meet the Problem Documents:
The County Commissioners Memo, 2011-2013 Public Health and Health Care Preparedness (PHHP)
Strategic Plan and Gulf County Mitigation Strategies are all utilized as “meet the problem”
documents.
Problem Statement:
How can we, as Gulf County Health Department and Public Works employees, determine if our
departments are prepared for the next hurricane in such a way that:
 We can provide safe drinking water for all residents within twenty-four hours,
 We can minimize all effects of a storm surge,
 We can ensure mass health care capability (incl. medicine, routine and trauma),
 We can present our findings at the Gulf County Commissioners meeting on June 8, 2011.
Need To Know Board:
KNOW
The National Oceanic and Atmospheric
Association (NOAA) is predicting an above
normal Atlantic hurricane season.
Gulf County does have a 2011-2013 Public
Health and Health Care Preparedness (PHHP)
Strategic Plan.
Gulf County does have a Mitigation Goals and
Policies Document.
Gulf County has over 16,000 residents who
could require assistance in the event of a
hurricane.
Gulf County does have an Emergency
Operations Center that monitors weather
developments.
Vacant/undeveloped land use acreage in Gulf
County has not decreased significantly under
860 acres.
At the time the Gulf County Mitigation Goals
and Policies Document was published, the city
of Port St. Joe had not instituted a water
distribution leak
prevention program in an effort to conserve
water.
Gulf County budgeted for repair and
replacement projects, including replacing
potable water distribution pipes on an as
needed basis to be determined by the Public
Works Department.
The 2011-2013 PHHP Strategic Plan addresses
the issue of the number of volunteers and
subsequent training required for Gulf County
in the event of a hurricane.
The Health and Public Works Departments of
Gulf County must share their findings at the
next County Commissioners meeting on June
8, 2011 at 6:00pm.
NEED TO KNOW
Are there training and exercises conducted by
the Health Department targeted to close
priority gaps in readiness?
Can hurricane medical relief efforts be
effectively managed through multi-agency
coordination?
Can critical medical supplies and equipment
be appropriately secured, managed,
distributed and restocked in a timeframe
appropriate for a hurricane?
Does Gulf County have enough medical
supplies stockpiled in the event of a
hurricane?
Are the Gulf County Emergency Operations
Center personnel available for questions or
clarification purposes?
Are there provisions for storm water and
drainage in reference to an issue of local
health and safety?
Has the city of Port St. Joe received a leak
prevention grant for sewer system piping to
prevent water distribution leaks? If so, has it
been implemented?
Have the repairs and replacements of potable
drinking water pipes been completed?
Are there enough trained volunteers to
execute any emergency preparedness plan for
the Health Department?
In the event of a hurricane, is the Health
Department ready to develop, coordinate and
distribute useful, reliable and timely public
health and health care information to the
public, responders and others across the
county?
Possible Resources:
Printed Material:
 Weather Analysis Tools: Word document that includes kid-friendly tables to help students
categorize information in their weather journals. Includes the Hazardous Weather Statements
(difference between watch/warnings), Beaufort Wind Scale, Saffir-Simpson Hurricane Scale and the
Maritime Advisory Scale.
County Documents:
 Gulf County Local Mitigation Strategy (LMS)
 2011-2013 Public Health and Health Care Preparedness (PHHP) Strategic Plan
Newspaper or E-Zine Articles
 Red Cross Preparing For Busy Hurricane Season. American Red Cross April 7, 2011.
http://www.midfloridaredcross.org/detalle_noticias.asp?SN=5942&OP=5944&id=8345&IDCapitul
o=9b23psxu4i
Videos
 NASA for Kids: How Weather Data Is Collected video:
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/How_Weather_Data_Is_
Collected.html
Community Resources
 Board of County Commissioners. Student Contact: Bill Williams, Vice-Chairman. 1000 Cecil G. Costin,
Sr. Blvd., Port St. Joe, FL 32456. (850) 227-6442. E-mail: commissioner3@gulfcounty-fl.gov.
 Gulf County Emergency Operations Center. Student Contact: Stephanie Richardson, Staff Assistant.
(850) 229-9110. 1000 Cecil G. Costin, Sr. Blvd, Building 500, Port St. Joe, FL 32456. E-mail:
emermgmt@gulfcounty-fl.gov.
 Gulf County Health Department. Student Contact: Marsha Player, M.S.N., A.R.N.P., Administrator.
2475 Garrison Avenue, Port Saint Joe, Florida 32456. (850) 227-1276.
 Gulf County Public Works Department. Student Contact: Joe Danford, Director. (850) 227-1401.
1001 10th Street, Port St. Joe, FL 32456. E-mail: publicworks@gulfcounty-fl.gov.
Online
Site and Link
Weather Wiz Kids:
http://www.weatherwizkids.com/
Florida Department of Health:
http://www.doh.state.fl.us/demo/php/index.html
Resource Description
Web site designed by a meteorologist
especially for kids to allow them to learn
more about the world of weather.
Includes the following links:
Diseases and Other Threats
Strategic National Stockpile and Mass Dispensing Course
Health Preparedness and Response Basics
Hospital Preparedness
Hurricane & Severe Weather Information
Strategic Planning
Training and Exercise Planning
http://www.fema.gov/kids/ready.htm
http://www.weather.gov/os/severeweather/reso
urces/ttl7-09.pdf
http://www.nhc.noaa.gov/HAW2/english/prepare
/family_plan.shtml
http://www.dep.state.fl.us/cmp/programs/flags.h
tm
http://www.redcross.org/portal/site/en/menuite
m.53fabf6cc033f17a2b1ecfbf43181aa0/?vgnextoi
d=53f0779a32ecb110VgnVCM10000089f0870aRC
RD&currPage=a413d7aada352210VgnVCM100000
89f0870aRCRD
This site, sponsored by the Federal
Emergency Management Agency (FEMA),
has multiple pages designed to inform
children about natural disasters and
preparedness.
This PDF includes information about family
preparedness plans and safety rules, and
information about thunderstorms,
tornadoes, and lightning such as facts,
when and where they occur, and how they
form.
National Hurricane Center's site for
hurricane preparedness. Includes sample
family disaster plan, checklist for supply kit,
and links to background knowledge about
storm surges, flooding, and high winds.
Beach Warning Flag Program
Red Cross Hurricane Preparedness Portal.
Kid friendly safety checklists, hurricane
definitions and differences between
watches and warnings.
Capstone Performance Description:
The capstone performance for the problem contains both a) an individual report and b) a group oral
presentation via a mock Gulf County Commissioners meeting. Individual students will be assessed on
both of the capstone components via rubrics; one for the written report and one for the oral
presentation. Students will have one week to finish the written report, then one week to prepare for the
oral presentation. Students may work on the written report and oral presentation in both their science
time (30 minutes per day) and their writing time (40 minutes per day).
In the report, each individual student will take the part of either a Gulf County Health Department
employee or a Gulf County Public Works employee. Each ‘employee’ presents two viable solutions to
their team of four students. Each student must provide two feasible solutions, pick one as their ‘best’
solution, and then provide at least four justifications for recommending one over the other.
The team will read each others’ reports and then pick one of the four proposed ‘best’ solutions as the
team recommendation. To help teams determine their presentable solution, each student on the team
will receive a worksheet to rate the solutions. Students will assign points for ‘pros’ and ‘cons’ based
upon different criteria. In the event of a tie, teams will remove the solutions with the lowest scores and
vote again until there is a winner. As an alternative, teams may devise the team-recommended solution
using portions of the four proposed ‘best’ solutions.
The following is a graphical representation to help students understand the decision making process
that individuals, and then teams, will utilize for choosing a final solution:
INDIVIDUAL LEVEL PROCESS
Step 1: INDIVIDUAL STUDENT.
Defines two (2) viable solutions to
problem in written report
Step 2: INDIVIDUAL STUDENT.
Chooses the best solution with four
(4) justifications
Step 3: INDIVIDUAL STUDENT.
Presents best solution to team
GROUP LEVEL PROCESS
Step 1: TEAM MEMBERS.
Discuss the four propsed solutions
Step 2: TEAM MEMBERS.
Vote for best solution with voting chips
Step 3: TEAM MEMBERS.
Choose team solution to be presented
In the oral presentation, each ‘county employee’ will present his/her own best solution to the County
Commissioners, who will be represented by Gulf County officials. One student will then present the
team’s overall ‘Best Solution’. Each member of the team must provide at least one justification for the
team picking this solution.
PRESENTATION TIMELINE
Presentation
Introduction
Individual
Solution
Group
Solution
Conclusion
Q&A
Student One
2 min
Student Two Student Three
1 minute
2 min
2 min
Student Four
2 min
Time
1 min
8 min
2 minutes – includes one justification from each team member
2 min
1 minute
1 min
8 min
20 minutes
2 min
2 min
2 min
2 min
Total Presentation Time:
The County Commissioners will be represented by:
Commissioner 1: Gulf County Commissioner Bill Williams
Commissioner 2: Emergency Operations Center, Marshall Nelson
Commissioner 3: Gulf County Health Department, Marsha Player
Commissioner 4: Gulf County Public Works, Joe Danford
In the event that one or more of the above named personnel are unable to attend, a parent or school
administrator will stand in. The County Commissioners will be prepared to ask each member of the
group one pre-prepared question given by the teacher. Thus, each student will answer four questions
that are designed to demonstrate mastery of the NGSSS and stated learning outcomes. The room will be
arranged such that the County Commissioners sit at a table facing the presenters and the front of the
classroom. Each county employee may use the class computers, podium, projector, ELMO, screen,
whiteboard or other equipment as approved by the teacher. The remainder of the class sits around the
Commissioners in their desks. Please refer to the Room Layout.
Student autonomy is incorporated as the individual student will decide which solution to present during
the group presentation and will plan his/her own part in the presentation. Metacognition is encouraged
as the questions asked by the County Commissioners will be metacognitive questions supplied by the
teacher in advance. In addition, each student will complete a reflection questionnaire after the group
presentation. Finally, the County Commissioners will select the best solution from among the four small
groups. That group will get two minutes to present what they learned, based on their reflection
documents, on the morning show that is broadcast to all the classrooms in the school.
ROOM LAYOUT:
door
Whiteboard - Front
door
SMART BOARD
County
Commissioners
Table
Student Desks
Teacher/Observers
Whiteboard - Side
County
Employees
Table
Desk:
Elmo
Laptop
Rubric for Assessing the Capstone Performance
PBL Lesson Plan for Diverse Learners
Teacher:
Topic:
Primary Subject Area:
Outside Subject Area:
Class and Level
Grade Level:
Mrs. Ann Gingell
Weather
Science
Language Arts
Science, Advanced
5th grade
Title: County Officials Question: Is Gulf County prepared for the next Hurricane Katrina?
Primary NG Sunshine State Standards: Earth and Space Science, Big Idea 7: Earth Systems and
Patterns.
SC.5.E.7.3: Recognize how air temperature, barometric pressure, humidity, wind speed and
direction, and precipitation determine the weather in a particular place and time. Moderate
Cognitive Level.
Learning Outcome: Given a computer and blank Weather Journal, student will visit the NASA
web site and view the How Weather Data Is Collected video
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/How_Weather_Data
_Is_Collected.html and visit http://www.weatherwizkids.com/ in order to start and keep a
Weather Journal daily for one week; where they will record temperature, humidity, barometric
pressure, wind speed, wind direction, and beach flag warning level; and analyze the weather to
assign daily precipitation levels, cloud cover and weather alert level, with 100% of the data
filled in and no less than a 90% accuracy. Analysis.
SC.5.E.7.6: Describe characteristics (temperature and precipitation) of different climate zones
as they relate to latitude, elevation, and proximity to bodies of water. High Cognitive Level.
Learning Outcome: After reading and discussing the Meet the Problem document and given a
computer, email login and password, and a ‘pen-pal’s’ email address, student will prepare a list
of at least four accurate questions about hurricane preparedness to email to another fifth grade
student at Benjamin Franklin Elementary Mathematics and Science School in New Orleans, LA
in Mrs. Brumfield’s fifth grade Science class. Synthesis.
Outside Subject Area NG Sunshine State Standards: Reading/Language Arts, Information and
Media Literacy.
LA.5.6.3.2: The student will use a variety of reliable media sources to gather information
effectively and to transmit information to specific audiences.
Learning Outcome: Given a computer, students collaborate in a small group to produce a
hurricane preparedness presentation containing the following information:
16. What are the weather characteristics of a hurricane?
17. Does Gulf County participate in the NOAA Weather Alert System?
18. Has Gulf County ever had a hurricane?
19. Explain in general what can be done to prepare Gulf County for a hurricane.
20. Explain at least three things that Gulf County needs to do from your role’s perspective
to prepare for a hurricane.
Presentation will be a PowerPoint slide show. Evaluation.
Description of Student Roles and Problem Situation:
Students become medical personnel and Public Works personnel in Gulf County, Florida. The
County Commissioners are anxious about readiness as it is the start of another hurricane
season. The medical and Public Works personnel receive a memo from the Commissioners,
along with a copy of the Gulf County Mitigation Strategies Evalution and the 2011-2013 Public
Health and Health Care Preparedness (PHHP) Strategic Plan. The County Commissioners are
expecting a presentation from each department at the next County Commissioners meeting.
Meet the Problem Documents:
The County Commissioners Memo, 2011-2013 Public Health and Health Care Preparedness (PHHP)
Strategic Plan and Gulf County Mitigation Strategies are all utilized as “meet the problem”
documents.
Problem Statement:
How can we, as Gulf County Health Department and Public Works employees, determine if our
departments are prepared for the next hurricane in such a way that:
 We can provide safe drinking water for all residents within twenty-four hours,
 We can minimize all effects of a storm surge,
 We can ensure mass health care capability (incl. medicine, routine and trauma),
 We can present our findings at the Gulf County Commissioners meeting on June 8, 2011.
Need To Know Board:
KNOW
The National Oceanic and Atmospheric
Association (NOAA) is predicting an above
normal Atlantic hurricane season.
Gulf County does have a 2011-2013 Public
Health and Health Care Preparedness (PHHP)
Strategic Plan.
Gulf County does have a Mitigation Goals and
Policies Document.
Gulf County has over 16,000 residents who
could require assistance in the event of a
hurricane.
Gulf County does have an Emergency
Operations Center that monitors weather
developments.
Vacant/undeveloped land use acreage in Gulf
County has not decreased significantly under
860 acres.
At the time the Gulf County Mitigation Goals
and Policies Document was published, the city
of Port St. Joe had not instituted a water
distribution leak
prevention program in an effort to conserve
water.
Gulf County budgeted for repair and
replacement projects, including replacing
potable water distribution pipes on an as
needed basis to be determined by the Public
Works Department.
The 2011-2013 PHHP Strategic Plan addresses
the issue of the number of volunteers and
subsequent training required for Gulf County
in the event of a hurricane.
The Health and Public Works Departments of
Gulf County must share their findings at the
next County Commissioners meeting on June
8, 2011 at 6:00pm.
NEED TO KNOW
Are there training and exercises conducted by
the Health Department targeted to close
priority gaps in readiness?
Can hurricane medical relief efforts be
effectively managed through multi-agency
coordination?
Can critical medical supplies and equipment
be appropriately secured, managed,
distributed and restocked in a timeframe
appropriate for a hurricane?
Does Gulf County have enough medical
supplies stockpiled in the event of a
hurricane?
Are the Gulf County Emergency Operations
Center personnel available for questions or
clarification purposes?
Are there provisions for storm water and
drainage in reference to an issue of local
health and safety?
Has the city of Port St. Joe received a leak
prevention grant for sewer system piping to
prevent water distribution leaks? If so, has it
been implemented?
Have the repairs and replacements of potable
drinking water pipes been completed?
Are there enough trained volunteers to
execute any emergency preparedness plan for
the Health Department?
In the event of a hurricane, is the Health
Department ready to develop, coordinate and
distribute useful, reliable and timely public
health and health care information to the
public, responders and others across the
county?
Possible Resources:
Printed Material:
 Weather Analysis Tools: Word document that includes kid-friendly tables to help students
categorize information in their weather journals. Includes the Hazardous Weather Statements
(difference between watch/warnings), Beaufort Wind Scale, Saffir-Simpson Hurricane Scale and the
Maritime Advisory Scale.
County Documents:
 Gulf County Local Mitigation Strategy (LMS)
 2011-2013 Public Health and Health Care Preparedness (PHHP) Strategic Plan
Newspaper or E-Zine Articles
 Red Cross Preparing For Busy Hurricane Season. American Red Cross April 7, 2011.
http://www.midfloridaredcross.org/detalle_noticias.asp?SN=5942&OP=5944&id=8345&IDCapitul
o=9b23psxu4i
Videos
 NASA for Kids: How Weather Data Is Collected video:
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/How_Weather_Data_Is_
Collected.html
Community Resources
 Board of County Commissioners. Student Contact: Bill Williams, Vice-Chairman. 1000 Cecil G. Costin,
Sr. Blvd., Port St. Joe, FL 32456. (850) 227-6442. E-mail: commissioner3@gulfcounty-fl.gov.
 Gulf County Emergency Operations Center. Student Contact: Stephanie Richardson, Staff Assistant.
(850) 229-9110. 1000 Cecil G. Costin, Sr. Blvd, Building 500, Port St. Joe, FL 32456. E-mail:
emermgmt@gulfcounty-fl.gov.
 Gulf County Health Department. Student Contact: Marsha Player, M.S.N., A.R.N.P., Administrator.
2475 Garrison Avenue, Port Saint Joe, Florida 32456. (850) 227-1276.
 Gulf County Public Works Department. Student Contact: Joe Danford, Director. (850) 227-1401.
1001 10th Street, Port St. Joe, FL 32456. E-mail: publicworks@gulfcounty-fl.gov.
Online
Site and Link
Weather Wiz Kids:
http://www.weatherwizkids.com/
Florida Department of Health:
http://www.doh.state.fl.us/demo/php/index.html
Resource Description
Web site designed by a meteorologist
especially for kids to allow them to learn
more about the world of weather.
Includes the following links:
Diseases and Other Threats
Strategic National Stockpile and Mass Dispensing Course
Health Preparedness and Response Basics
Hospital Preparedness
Hurricane & Severe Weather Information
Strategic Planning
Training and Exercise Planning
http://www.fema.gov/kids/ready.htm
http://www.weather.gov/os/severeweather/reso
urces/ttl7-09.pdf
http://www.nhc.noaa.gov/HAW2/english/prepare
/family_plan.shtml
http://www.dep.state.fl.us/cmp/programs/flags.h
tm
http://www.redcross.org/portal/site/en/menuite
m.53fabf6cc033f17a2b1ecfbf43181aa0/?vgnextoi
d=53f0779a32ecb110VgnVCM10000089f0870aRC
RD&currPage=a413d7aada352210VgnVCM100000
89f0870aRCRD
This site, sponsored by the Federal
Emergency Management Agency (FEMA),
has multiple pages designed to inform
children about natural disasters and
preparedness.
This PDF includes information about family
preparedness plans and safety rules, and
information about thunderstorms,
tornadoes, and lightning such as facts,
when and where they occur, and how they
form.
National Hurricane Center's site for
hurricane preparedness. Includes sample
family disaster plan, checklist for supply kit,
and links to background knowledge about
storm surges, flooding, and high winds.
Beach Warning Flag Program
Red Cross Hurricane Preparedness Portal.
Kid friendly safety checklists, hurricane
definitions and differences between
watches and warnings.
Capstone Performance Description:
The capstone performance for the problem contains both a) an individual report and b) a group oral
presentation via a mock Gulf County Commissioners meeting. Individual students will be assessed on
both of the capstone components via rubrics; one for the written report and one for the oral
presentation. Students will have one week to finish the written report, then one week to prepare for the
oral presentation. Students may work on the written report and oral presentation in both their science
time (30 minutes per day) and their writing time (40 minutes per day).
In the report, each individual student will take the part of either a Gulf County Health Department
employee or a Gulf County Public Works employee. Each ‘employee’ presents two viable solutions to
their team of four students. Each student must provide two feasible solutions, pick one as their ‘best’
solution, and then provide at least four justifications for recommending one over the other.
The team will read each others’ reports and then pick one of the four proposed ‘best’ solutions as the
team recommendation. To help teams determine their presentable solution, each student on the team
will receive a worksheet to rate the solutions. Students will assign points for ‘pros’ and ‘cons’ based
upon different criteria. In the event of a tie, teams will remove the solutions with the lowest scores and
vote again until there is a winner. As an alternative, teams may devise the team-recommended solution
using portions of the four proposed ‘best’ solutions.
The following is a graphical representation to help students understand the decision making process
that individuals, and then teams, will utilize for choosing a final solution:
INDIVIDUAL LEVEL PROCESS
Step 1: INDIVIDUAL STUDENT.
Defines two (2) viable solutions to
problem in written report
Step 2: INDIVIDUAL STUDENT.
Chooses the best solution with four
(4) justifications
Step 3: INDIVIDUAL STUDENT.
Presents best solution to team
GROUP LEVEL PROCESS
Step 1: TEAM MEMBERS.
Discuss the four propsed solutions
Step 2: TEAM MEMBERS.
Vote for best solution with voting chips
Step 3: TEAM MEMBERS.
Choose team solution to be presented
In the oral presentation, each ‘county employee’ will present his/her own best solution to the County
Commissioners, who will be represented by Gulf County officials. One student will then present the
team’s overall ‘Best Solution’. Each member of the team must provide at least one justification for the
team picking this solution.
PRESENTATION TIMELINE
Presentation
Introduction
Individual
Solution
Group
Solution
Conclusion
Q&A
Student One
2 min
Student Two Student Three
1 minute
2 min
2 min
Student Four
2 min
Time
1 min
8 min
2 minutes – includes one justification from each team member
2 min
1 minute
1 min
8 min
20 minutes
2 min
2 min
2 min
2 min
Total Presentation Time:
The County Commissioners will be represented by:
Commissioner 1: Gulf County Commissioner Bill Williams
Commissioner 2: Emergency Operations Center, Marshall Nelson
Commissioner 3: Gulf County Health Department, Marsha Player
Commissioner 4: Gulf County Public Works, Joe Danford
In the event that one or more of the above named personnel are unable to attend, a parent or school
administrator will stand in. The County Commissioners will be prepared to ask each member of the
group one pre-prepared question given by the teacher. Thus, each student will answer four questions
that are designed to demonstrate mastery of the NGSSS and stated learning outcomes. The room will be
arranged such that the County Commissioners sit at a table facing the presenters and the front of the
classroom. Each county employee may use the class computers, podium, projector, ELMO, screen,
whiteboard or other equipment as approved by the teacher. The remainder of the class sits around the
Commissioners in their desks. Please refer to the Room Layout.
Student autonomy is incorporated as the individual student will decide which solution to present during
the group presentation and will plan his/her own part in the presentation. Metacognition is encouraged
as the questions asked by the County Commissioners will be metacognitive questions supplied by the
teacher in advance. In addition, each student will complete a reflection questionnaire after the group
presentation. Finally, the County Commissioners will select the best solution from among the four small
groups. That group will get two minutes to present what they learned, based on their reflection
documents, on the morning show that is broadcast to all the classrooms in the school.
ROOM LAYOUT:
door
Whiteboard - Front
door
SMART BOARD
County
Commissioners
Table
Student Desks
Teacher/Observers
Whiteboard - Side
County
Employees
Table
Desk:
Elmo
Laptop
Written Report Rubric
Criteria
Required
Components
LA.5.6.3.2
Hurricane
Preparedness
E-mail
SC.5.E.7.6
Content
Accuracy
Weather
Journal
SC.5.E.7.3
Excellent
30 points
Report must contain:
a. The problem
statement
b. At least 3
weather
characteristics of
a hurricane
c. At least 3 things
that Gulf County
needs to do to
prepare for a
hurricane.
d. At least 2
hurricanes that
affected Gulf
County.
e. 2 distinct
solutions.
f. 4 accurate
reasons for
choosing one
solution over
another.
20 points
Report contains at
least 4 accurate
questions and
responses about
hurricane
preparedness.
20 points
All science
information is 100%
accurate.
15 points
Contains 5 accurate
daily entries of
temperature,
humidity, barometric
pressure, wind speed,
wind direction, and
beach flag warning
level
AND
5 accurate entries of
precipitation levels,
cloud cover and
weather alert level.
Good
20 points
The report contains
at least 5 of the
required
components a-f
under the “Excellent”
category
AND
The report contains 2
distinct solutions
AND
3 accurate reasons
for choosing one
solution over
another.
Fair
10 points
The report contains at
least 3 of the required
components a-f under
the “Excellent”
category
AND
The report contains 1
distinct solution
AND
At least 2 accurate
reasons for choosing
one solution over
another.
Poor
5 points
The report contains
less than 3 of the
required components
a-e under the
“Excellent” category
AND
The report contains 1
distinct solution
AND
1 accurate reason for
choosing one solution
over another.
15 points
Report contains at
least 3 accurate
questions and
responses about
hurricane
preparedness.
15 points
Science information
is accurate 80% or
more of the time.
8 points
Contains 3 or 4
accurate daily entries
of temperature,
humidity, barometric
pressure, wind
speed, wind
direction, and beach
flag warning level
AND
At least 3 accurate
entries of
precipitation levels,
cloud cover and
8 points
Report contains at
least 2 accurate
questions and
responses about
hurricane
preparedness.
8 points
Science information is
65%-79% accurate.
4 points
Report contains 1
accurate question and
response about
hurricane
preparedness.
4 points
Contains 2 accurate
daily entries of
temperature, humidity,
barometric pressure,
wind speed, wind
direction, and beach
flag warning level
AND
At least 2 accurate
entries of precipitation
levels, cloud cover and
weather alert level.
4 points
Science information is
less than 65%
accurate.
1 point
Contains 1 accurate
daily entry of
temperature,
humidity, barometric
pressure, wind speed,
wind direction, and
beach flag warning
level
AND
1 accurate entry of
precipitation levels,
cloud cover and
weather alert level.
Alignment to
Problem
Statement
10 points
Both solutions align
with all 4 conditions
stated in the problem
statement.
Mechanics
5 points
Report contains no
grammatical errors.
Scoring Guide
A
90-100
B
80-89
C
70-79
D
60-69
F
59-0
weather alert level.
7 points
Both solutions align
with 3 of the
conditions stated in
the problem
statement.
4 points
Report contains 2-3
grammatical errors.
3 points
Both solutions align
with at least 2 of the
conditions stated in the
problem statement.
3 points
Report contains 3-5
grammatical errors.
1 point
Both solutions align
with 1 of the
conditions stated in
the problem
statement.
1 point
Report contains more
than 5 grammatical
errors.
Oral Presentation Rubric
Criteria
Comprehension and
Accuracy
LA.5.6.3.2
SC.5.E.7.6
SC.5.E.7.3
Quality of
Individual Solution
Explanation
SC.5.E.7.6
LA.5.6.3.2
SC.5.E.7.3
Quality of Individual
Justification
Explanation
SC.5.E.7.6
LA.5.6.3.2
SC.5.E.7.3
Reflection
Delivery
Sequencing of
Information
Scoring Guide
A
90-100
B
80-89
C
70-79
Excellent
25 points
Student answered
Commissioner’s
questions correctly,
providing at least 2
accurate scientific
facts.
20 points
Individual solution
aligns to all
conditions in group
problem statement.
Good
18 points
Student answered
Commissioner’s
questions correctly,
providing at least 1
accurate scientific
fact.
12 points
Solution aligns with
all but 1 condition.
Fair
9 points
Student answered
Commissioner’s
questions correctly
but could not provide
a scientific fact.
Poor
0 point
Student did not
answer questions
correctly and
failed to provide a
scientific fact.
5 points
Solution fails to align
with 2 or more
conditions.
0 Point
Solution fails to
align with any of
the conditions.
20 points
Reason given for the
group “best solution”
is scientifically
accurate with at least
4 accurate
justifications.
15 points
Student answers all 5
reflection questions.
10 points
Reason is
scientifically accurate
with 3 accurate
justifications.
5 points
Reason is
scientifically accurate
with 1 or 2 accurate
justifications.
0 point
Reason is not
scientifically
accurate.
11 points
Student answers 4 of
the reflection
questions.
7 points
Student answers 3 of
the reflection
questions.
10 points
Maintains eye
contact with
audience 90% or
more of the time; no
non-purposeful
movement; volume is
loud enough to be
heard in back of
room 90% or more of
the time.
10 points
Information on all
slides is organized in
a clear, logical way. It
is easy to anticipate
the type of material
that might be on the
next slide.
7 points
Maintains eye
contact with
audience between
80%-89% of the time;
1-2 non-purposeful
movements; volume
is loud enough to be
heard in the back of
the room 80-89% of
the time.
7 points
1 slide or item of
information seems
out of place.
3 points
Maintains eye
contact with
audience between
50%-79%; more than
2 non-purposeful
movements;
inaudible in back of
room 49%-79% of
the time.
4 points
Student answers 1
or 2 of the
reflection
questions.
1 point
Eye contact is less
than 50%;
inaudible in the
back of room
more than 50% of
the time.
D
F
3 points
2 or 3 slides or items
of information seem
out of place.
60-69
59-0
0 point
There is no clear
plan for the
organization of
information.
Two Alternative Solutions and “Best” Solution Analysis
PBL Lesson Plan for Diverse Learners
Teacher:
Topic:
Primary Subject Area:
Outside Subject Area:
Class and Level
Grade Level:
Mrs. Ann Gingell
Weather
Science
Language Arts
Science, Advanced
5th grade
Title: County Officials Question: Is Gulf County prepared for the next Hurricane Katrina?
Primary NG Sunshine State Standards: Earth and Space Science, Big Idea 7: Earth Systems and Patterns.
SC.5.E.7.3: Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and
precipitation determine the weather in a particular place and time. Moderate Cognitive Level.
Learning Outcome: Given a computer and blank Weather Journal, student will visit the NASA web site and
view the How Weather Data Is Collected video
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/How_Weather_Data_Is_Collected.
html and visit http://www.weatherwizkids.com/ in order to start and keep a Weather Journal daily for one
week; where they will record temperature, humidity, barometric pressure, wind speed, wind direction, and
beach flag warning level; and analyze the weather to assign daily precipitation levels, cloud cover and weather
alert level, with 100% of the data filled in and no less than a 90% accuracy. Analysis.
SC.5.E.7.6: Describe characteristics (temperature and precipitation) of different climate zones as they relate to
latitude, elevation, and proximity to bodies of water. High Cognitive Level.
Learning Outcome: After reading and discussing the Meet the Problem document and given a computer, email
login and password, and a ‘pen-pal’s’ email address, student will prepare a list of at least four accurate
questions about hurricane preparedness to email to another fifth grade student at Benjamin Franklin
Elementary Mathematics and Science School in New Orleans, LA in Mrs. Brumfield’s fifth grade Science class.
Synthesis.
Outside Subject Area NG Sunshine State Standards: Reading/Language Arts, Information and Media Literacy.
LA.5.6.3.2: The student will use a variety of reliable media sources to gather information effectively and to
transmit information to specific audiences.
Learning Outcome: Given a computer, students collaborate in a small group to produce a hurricane
preparedness presentation containing the following information:
21. What are the weather characteristics of a hurricane?
22. Does Gulf County participate in the NOAA Weather Alert System?
23. Has Gulf County ever had a hurricane?
24. Explain in general what can be done to prepare Gulf County for a hurricane.
25. Explain at least three things that Gulf County needs to do from your role’s perspective to prepare for a
hurricane.
Presentation will be a PowerPoint slide show. Evaluation.
Description of Student Roles and Problem Situation:
Students become medical personnel and Public Works personnel in Gulf County, Florida. The County
Commissioners are anxious about readiness as it is the start of another hurricane season. The medical and
Public Works personnel receive a memo from the Commissioners, along with a copy of the Gulf County
Mitigation Strategies Evalution and the 2011-2013 Public Health and Health Care Preparedness (PHHP)
Strategic Plan. The County Commissioners are expecting a presentation from each department at the next
County Commissioners meeting.
Meet the Problem Documents:
The County Commissioners Memo, 2011-2013 Public Health and Health Care Preparedness (PHHP) Strategic Plan and
Gulf County Local Mitigation Strategy (LMS are all utilized as “meet the problem” documents.
Problem Statement:
How can we, as Gulf County Health Department and Public Works employees, determine if our departments
are prepared for the next hurricane in such a way that:
 We can provide safe drinking water for all residents within twenty-four hours,
 We can minimize all effects of a storm surge,
 We can ensure mass health care capability (incl. medicine, routine and trauma),
 We can present our findings at the Gulf County Commissioners meeting on June 8, 2011.
Solution One:
The Gulf County Public Works employees have determined that they ARE NOT prepared for the next
hurricane. According to public records, the current sewage system in Beacon Hill and St. Joe Beach is rated for
a category 3 hurricane. Although this meets federal standards, a category 4 or 5 hurricane would overwhelm
the system. In addition, there is no guarantee that a category 1 through 3 hurricane would not overwhelm the
system. This area contains the condominiums, townhouses, homes and businesses that feed the local
economy. A new sewer system, rated for a category 5 hurricane, would minimize the damage caused by a
storm surge and help ensure that potable drinking water gets to Gulf County citizens within 24 hours.
PROS
Minimize flooding that can result in mass
contamination of bacteria such as E. coli and
coliform.
The upgraded capacity and materials of a new
system would last for approximately 15 years.
Easier to isolate leaks for quicker repair to
potable drinking water system.
This solution will provide a sewer and storm
drainage system that would be able to handle
the water volume surge of a category 5
hurricane.
CONS
Difficulty convincing Health Department to
provide funding and/or personnel to
participate in project.
The current sewer system is only two years
old.
Will still experience some leaks.
It would be time consuming to implement.
Risk of not finishing by the next hurricane.
Consequences:
Overall, a new sewer system would help save money due to less down time and repair costs. In the event of a
hurricane, it would help minimize or eliminate damage to personal and private property. It would also help
minimize flooding, and potentially save lives.
Solution Two:
The Gulf County Public Works employees have determined that they ARE NOT prepared for the next
hurricane. In 2010, the public and private sector interests of Gulf County joined together to create a task force
to undertake a comprehensive planning process that culminated in the publication of the: "Gulf County Local
Mitigation Strategy (LMS)." The LMS identifies the hazards threatening the jurisdictions of Gulf County and
estimates the relative risks posed to the community by those hazards. The task force went on to identify
proposed projects and programs that will avoid or minimize these vulnerabilities to make the communities in
the county much more resistant to the impacts of future hurricanes.
Although the document identifies the projects and programs, the document does not provide the level of
detail needed for any Gulf County department to understand what it needs to do in order to meet the goals of
the plan. In addition, it does not provide a timeline or the funding required for implementation. Thus, the
employees of the Public Works department recommend that the task force re-address the LMS to require
detailed action plans from each Gulf County department.
PROS
This solution will require Gulf County
departments to prepare detailed, proactive
CONS
Personnel would need to add the
development of the detailed plans to their
plans in the event of a hurricane.
No need to create a new task force to
document detailed departmental procedures.
Detailed departmental plans would address
the danger of the health and safety of the
population of the county, its economic vitality,
and the quality of the environment.
Gulf County would be better prepared for the
above normal activity Atlantic hurricane
season, as predicted by the National Oceanic
and Atmospheric Association (NOAA)
current responsibilities.
Risk of offending the current task force, which
includes representatives from each Gulf
County department.
Departmental resources would have to be
used to monitor and change the plans for the
better after collaboration with other
departments or “lessons learned” after a
hurricane. The plans cannot be ‘static’.
May not be able to have the plans completed
before the next hurricane hits.
Consequences:
The creation of detailed action plans in the event of a hurricane will reveal any deficits in the Gulf County LMS.
In addition, the detailed plans will increase county departmental readiness.
Justification:
Best Solution: Solution Two. TDetailed action plans for Gulf County departments in the event of a hurricane
need to be a required component of the LMS because the characteristics (temperature and precipitation) of
Gulf County climate zones as they relate to latitude, elevation, and proximity to bodies of water are similar to
those coastal regions that have experienced category 4 or 5 hurricanes, such as Hurricane Katrina. Thus,
according to the National Oceanic and Atmospheric Administration (NOAA) the probability that a hurricane
will someday hit Gulf County is high.
Second, the detailed action plans would provide detailed justification for funding pre-hurricane infrastructure
projects and applying federal aid application after a hurricane. The Federal Emergency Management Agency
(FEMA) requires detailed documentation from county and state agencies about the mitigation steps taken to
prevent and/or minimize damages in order to award reconstruction money. The current form of the LMS does
not contain the detail required by FEMA, so if Gulf County ever needed federal assistance it would take
valuable time and resources to create it post-hurricane. It would be beneficial to have the plans finished
before a hurricane makes landfall.
Third, in ‘The Federal Response to Hurricane Katrina: Lessons Learned’, Frances Townsend of the Office for
Homeland Security outlined what local, state and federal agencies did and did not do that led to unnecessary
loss of property and lives. In this document, it states that several local organizations did not have detailed
actions plans in the event of a hurricane. Among them, there were no detailed mitigation plans for a failure of
the levees which caused such devastation. The creation of detailed departmental action plans could
potentially and realistically save businesses, residences, money and lives.
Some may say that it would cost too much money and manpower to create these detailed action plans.
Spending money on a study without tangible or immediate payback goes against human impulsiveness. This is
especially true in today’s economic climate and in the face of so many cutbacks. However, there are federal
grants that would help cover the costs of doing such a study. In the end, it will be more costly to the citizens of
the Gulf County if the detailed departmental plans are not a requirement of the LMS.
Debriefing Plan and Coaching Questions
PBL Lesson Plan for Diverse Learners
Teacher:
Topic:
Primary Subject Area:
Outside Subject Area:
Class and Level
Grade Level:
Mrs. Ann Gingell
Weather
Science
Language Arts
Science, Advanced
5th grade
Title: County Officials Question: Is Gulf County prepared for the next Hurricane Katrina?
Primary NG Sunshine State Standards: Earth and Space Science, Big Idea 7: Earth Systems and Patterns.
SC.5.E.7.3: Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and
precipitation determine the weather in a particular place and time. Moderate Cognitive Level.
Learning Outcome: Given a computer and blank Weather Journal, student will visit the NASA web site and
view the How Weather Data Is Collected video
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/How_Weather_Data_Is_Collected.
html and visit http://www.weatherwizkids.com/ in order to start and keep a Weather Journal daily for one
week; where they will record temperature, humidity, barometric pressure, wind speed, wind direction, and
beach flag warning level; and analyze the weather to assign daily precipitation levels, cloud cover and weather
alert level, with 100% of the data filled in and no less than a 90% accuracy. Analysis.
SC.5.E.7.6: Describe characteristics (temperature and precipitation) of different climate zones as they relate to
latitude, elevation, and proximity to bodies of water. High Cognitive Level.
Learning Outcome: After reading and discussing the Meet the Problem document and given a computer, email
login and password, and a ‘pen-pal’s’ email address, student will prepare a list of at least four accurate
questions about hurricane preparedness to email to another fifth grade student at Benjamin Franklin
Elementary Mathematics and Science School in New Orleans, LA in Mrs. Brumfield’s fifth grade Science class.
Synthesis.
Outside Subject Area NG Sunshine State Standards: Reading/Language Arts, Information and Media Literacy.
LA.5.6.3.2: The student will use a variety of reliable media sources to gather information effectively and to
transmit information to specific audiences.
Learning Outcome: Given a computer, students collaborate in a small group to produce a hurricane
preparedness presentation containing the following information:
26. What are the weather characteristics of a hurricane?
27. Does Gulf County participate in the NOAA Weather Alert System?
28. Has Gulf County ever had a hurricane?
29. Explain in general what can be done to prepare Gulf County for a hurricane.
30. Explain at least three things that Gulf County needs to do from your role’s perspective to prepare for a
hurricane.
Presentation will be a PowerPoint slide show. Evaluation.
Problem Statement:
How can we, as Gulf County Health Department and Public Works employees, determine if our departments
are prepared for the next hurricane in such a way that:
 We can provide safe drinking water for all residents within twenty-four hours,
 We can minimize all effects of a storm surge,
 We can ensure mass health care capability (incl. medicine, routine and trauma),
 We can present our findings at the Gulf County Commissioners meeting on June 8, 2011.
Debriefing Plan:
The two teams of Gulf County Public Works employees and two teams of Gulf County Health Department will
make presentations to the County Commission in the presence of all other teams. All students will hear all
possible solutions. The teacher will record the characteristics of each provided ‘best solution’.
The recorded characteristics from both Public Works and Health Department teams will be provided on a
handout to the class the day after the conclusion of all presentations. All student teams will rate each best
solution in priority order from one to ten (1 is the best). Points are assigned for each place on the ‘Rating the
Solution’ worksheet, below. The teacher will tally the points for each solution, resulting in one best Public
Works solution and one best Health Department solution. The two solutions receiving the most points will
then be examined in a whole class session.
A sample of the ‘Rating the Solution’ sheet is below:
Rating the Solution
Student Name:___________________________
Group
Number
List 3 Pros and rate each according
to the scale provided below
Pro
Total
List 3 Cons and rate each
according to the scale provided
below
Con
Total
Subtract the cons
total from the pros
total and write the
number (this could
be a negative
number)
1
2
3
4
5
6
1
2
3
Pro Rating Scale
Good basic idea but would need extensive revision before it
would be workable
I am cautiously optimistic how this will work. I see at least
one area that may have problems.
Best idea I ever heard. It will definitely achieve the goal of
the problem.
1
2
3
Con Rating Scale
This would not help the problem, but it has an easy fix.
This would not help solve the problem and would take
major revisions to make it workable.
I see major flaws in this plan. I definitely do not believe this
will solve the problem.
Five Essential Concepts:
After tallying the points from the worksheets, the teacher will announce the top two pointearning solutions from the Public Works solutions and the Health Department solutions. The
class will discuss how each of these solutions accurately addressed the following concepts and
issues:
1. How do air temperature, barometric pressure, humidity, wind speed and direction, and
precipitation produce favorable hurricane weather conditions?
2. What are some hurricane preparedness concerns as viewed by other fifth grade
students at Benjamin Franklin Elementary Mathematics and Science School in New
Orleans, LA in Mrs. Brumfield’s fifth grade Science class?
3. What can be done by the Public Works department and/or the Health Department to
prepare for a hurricane?
4. How did you use the ‘Meet the Problem’ documents to determine your solution?
5. How important is it for public and private entities to work together in the event of a
catastrophe like a hurricane?
The teacher will use a variety of instructional strategies to ensure that the five essential
concepts get addressed throughout, and after, the lesson. Teacher coaching activities include:
 Providing feedback to individuals and small groups on a daily basis through strategic
questioning and monitoring
 Providing students with various cooperative decision-making strategies
 Providing the ‘Rating the Solutions’ worksheet and instruction to help students evaluate
the proposed solutions
Coaching Questions:
C –
M –
E –
Cognition
Metacognition
Epistemic Cognition
Type
Question
Meet the Problem
Can you summarize the information you have received to date?
What do you already know about hurricanes?
Will this problem be easy or hard to solve? Why?
Know/Need to Know Board
Where can you go to find out if the city of Port St. Joe has received a leak prevention
grant for sewer system piping to prevent water distribution leaks?
Can you say more about the Gulf County Emergency Operations Center?
Why is being ready for a hurricane important?
Problem Statement
What is your role in the problem?
Why do you think that readiness is a central issue in a hurricane?
Can you name some conditions that would be common to all county departments in a
hurricane?
Research
How can you verify that there enough trained volunteers to execute any emergency
preparedness plan for the Health Department?
How have you decided the work among group members and how did you decide how to
divide it?
Which types of resources do you think will be the most reliable for solving this problem?
Why?
Generating Possible Solutions
What evidence do you have to support your solution?
How did the group arrive at this solution?
Who will be unhappy with this solution?
C
M
E
C
M
E
C
M
E
C
M
E
C
M
E