1- Module A- Performance Task- prepared by Ziva Bareket
ORT Yad-Lebovich, Netanya
MODULE A- PERFORMANCE TASK
NATURAL DISASTERS
TASK DESCRIPTION:
Write and present an interview with a family that survived
a natural disaster.
GUIDELINES FOR PUPILS:



Work in groups of 3-4 students in which each participant
represents a different member of the family. The group leader will
be the interviewer.
Get familiar with the terminology of natural disasters through the
vocabulary building activities in the task. The Internet sources
attached to each activity will supply you with the necessary
information as to what causes a natural disaster, the extent of the
damage in its aftermath and how to prepare for it.
Write the imaginary interview with at least 20 WH questions and
answers, using the Present, Past and Future tenses.
TIME FRAME:
5 lessons- 2 lessons in the computer room to do the vocabulary
building activities.
- 2 lessons in the classroom, writing the interview as a group task.
- 1 lesson- presentation: the groups act out their interview to the
class.
ASSESSMENT:
- Students will submit the vocabulary building activities individually.
- The interview should be typed and attached to the vocabulary
activities of each student.
-
The task will be graded as follows:
* 50% for the vocabulary activities
* 25% for the written interview
* 25% for the group presentation in class
2- Module A- Performance Task- prepared by Ziva Bareket
ORT Yad-Lebovich, Netanya
- Assessment rubrics for the task are given at the end of
the assignment.
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The performance task will comprise 10% of your school
mark
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3- Module A- Performance Task- prepared by Ziva Bareket
ORT Yad-Lebovich, Netanya
A. VOCABULARY BUILDING ACTIVITIES
We have recently witnessed some of the worst natural disasters in
human history. In the last two years the world experienced a
devastating tsunami in Asia, a major earthquake in Kashmir and
several destructive hurricanes in USA.
The most vicious of them, Hurricane Katrina, is considered the
worst natural disaster in American history.
As many viewers helplessly watched events unfold on TV, they
might have asked themselves: How could this happen? Could
anything be done to prepare for the disaster? What will become of
the millions of displaced people?
Read the internet sources and do the following activities in order
to Understand how a hurricane is formed
 Get information on the extent of the damage Hurricane
Katrina caused
 Learn how to prepare for storms and floods.
1. BEFORE YOU START:
Fill in the following card from your general knowledge about the
event, and state what you expect to find out from the internet
sources.
Hurricane Katrina
Write in English:
What I already know about the
disaster:
(Write at least 5 facts)
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



It was on August 2005
was the eleventh-named
tropical storm
many people died
It caused a huge damage
It was in U.S.
Write in Hebrew:
The terminology (new words) I
expect to learn in English from
reading about the disaster in the
Internet sources:
(Write at least 5 items)
 ‫אסון הומניטרי‬
 ‫הריסות‬
 ‫משב רוח‬
 ‫שקע טרופי‬
 ‫תופעות לוואי‬
4- Module A- Performance Task- prepared by Ziva Bareket
ORT Yad-Lebovich, Netanya
2. Hurricane Katrina
Fill in this Natural Disaster Card with information from:
http://en.wikipedia.org/wiki/Hurricane_katrina
NATURAL DISASTER CARD
Name of Event: Hurricane Katrina
Date: on August 29, 2005
Place: Greater New Orleans
Duration: _9 days__
Speed of winds: _ 175 mph (280 km/h)
Areas affected: ____Bahamas, South Florida, Cuba, Louisiana (especially
Greater New Orleans), Mississippi, Alabama, Florida Panhandle, most of
eastern North America_.
Fatalities: _ 1,392 (potentially more).
Number of people displaced: 1.5 million people were displaced
Damages: _ $75 billion (costliest tropical cyclone of all time).
Aftermath of the disaster:
Give one example for each:
Health Concerns: Aside from the lack of water, food, shelter, and
sanitation facilities, there was concern that the prolonged flooding might
lead to an outbreak of health problems for those who remained in the
hurricane-affected areas
a. looting and violence: Many looters were in search of food and water that
was not available to them due to the destruction, though many people
stole non-essential items as well. Drug, convenience, clothing, and jewelry
stores in the French Quarter and on Canal Street were hardest hit.
b. animal concerns: Helicopter pilots and rescue boat captains had refused
to load pets in order to hold more people.
c. livelihood issues: The economic loss will force many survivors into
bankruptcy. Those with jobs will have to pay if their income is $100 over
the states' median income. Louisiana and Mississippi have some of the
lowest median incomes in the nation requiring Katrina victims to pay
creditors. In most US states, people with similar incomes will pay nothing.
5- Module A- Performance Task- prepared by Ziva Bareket
ORT Yad-Lebovich, Netanya
3. TIMELINE OF THE DISASTER
Fill in the missing details from the word bank below:
(Use the same internet source as in the Natural Disaster Card)
WORD BANK:
Superdome – flooded – buses – levee - 25.8.2005 29.8.2005.
1. The hurricane was spotted as gathering force off the
beach of Florida on: 25.8.2005
2. The hurricane hit New Orleans on 29.8.2005
3. The flood caused by the hurricane broke the levee that
protected New Orleans
New Orleans was flooded
4. 60,000 people crowded together in New Orleans
Superdome as a temporary shelter
5. People were forcibly evacuated from New Orleans by
buses.
6- Module A- Performance Task- prepared by Ziva Bareket
ORT Yad-Lebovich, Netanya
4. HOW ARE HURRICANES FORMED?
Read the explanation in:
http://www.cotf.edu/ete/modules/sevweath/swhoware.html
and circle the correct answers:
1. Hurricanes begin over the (warm / cold) moist waters of the
Pacific Ocean.
2. The moisture rises until enormous amounts of (cold / heated) moist
air are twisted high in the atmosphere.
3. The winds begin to (dance / circle) clockwise.
4. The peaceful center of the hurricane is called the (eye / ear).
5. Around this center winds move at speeds between 74 and 200
miles per (minute / hour.)
6. Because of the destructive force of hurricanes, scientists
constantly monitor them with (satellites / birds).
5. HOW TO PREPARE FOR A HURRICANE?
Find out in:
http://www.sptimes.com/StormWatch/SP.1.html
Give one example of how to prepare for each:
1. Getting the food supply ready.
…………………………………………………………………………………………………………
2. Securing the home
…………………………………………………………………………………………………………
3. What to do during the storm
…………………………………………………………………………………………………………
7- Module A- Performance Task- prepared by Ziva Bareket
ORT Yad-Lebovich, Netanya
B. PERFORMANCE TASK
1. In Groups:
Write & Present a TV interview with a family that
survived a hurricane
Form groups of 3-4 pupils. Each member of the group will be assigned
the role of a family member. The group leader is the TV reporter.
Each family member presents his/her actions & concerns during the
storm.
Make sure you asked and answered at least 20 WH questions in the
Present, Past & Future tenses.
8- Module A- Performance Task- prepared by Ziva Bareket
ORT Yad-Lebovich, Netanya
4. Fill in the following forms and hand them in with
your task folder:
A. FINAL CHECKLIST
Name: ____________
Members of the group: _________________________
____________________________________________
Yes
1. My task is neatly presented in a
folder opening from left to right
2. The cover page includes my name,
the date and the names of my
group members
3. The 5 vocabulary building
activities have been completed
and are presented in the folder
4. The interview is typed
5. We have checked grammar, spelling
and punctuation
6. The interview is easy to read and
represents our best efforts
7. The folder includes the self reflection
and group evaluation forms
Not
Yet
9- Module A- Performance Task- prepared by Ziva Bareket
ORT Yad-Lebovich, Netanya
B. SELF REFLECTION ON THE PERFORMANCE TASK
1. Did you enjoy working on this task?
…………………………………………………………………………………………………….
2. Which part did you enjoy most?
……………………………………………………………………………………………………
3. What new information did you learn from this task?
…………………………………………………………………………………………………….
4. Which part would you change?
……………………………………………………………………………………………………
5. Which part of the task did you find the most interesting?
………………………………………………………………………………………………………
6. Which part of the task did you find the most difficult to
do? Why?
………………………………………………………………………………………………………..
7. In what area did you improve your English: reading, writing,
vocabulary, speaking?
………………………………………………………………………………………………………..
8. Did you enjoy working in groups?
……………………………………………………………………………………………………..
9. What were the advantages and disadvantages of working
with other people on the task?
Advantages: …………………………………………………………………………….
Disadvantages:…………………………………………………………………………….
10- Module A- Performance Task- prepared by Ziva Bareket
ORT Yad-Lebovich, Netanya
C. GROUP EVALUATION
Group evaluation
Always
Sometimes
Never
Did all group members have a
chance to express themselves?
Did anyone dominate the
conversation?
Teacher's signature: ___________________
ASSESSMENT:
1. Vocabulary building activities = (5x10) = 50%
2. Written interview = 25%
RUBRICS FOR ASSESSING THE WRITTEN PRESENTATION
- The folder contains a written draft = 5%
- You wrote 20 questions and 20 answers = 5%
- The questions and answers are grammatically correct = 5%
- Your spelling and punctuation are correct = 5%
- The interview is interesting and easy to read = 5%
3. Oral Presentation = 25%
RUBRICS FOR ASSESSING THE ORAL PRESENTATION
1. All the members of the group participated in the
presentation = 5%
2. Students acted out their parts without reading from notes
= 5%
3. Students spoke clearly and were easily understood
= 10%
11- Module A- Performance Task- prepared by Ziva Bareket
ORT Yad-Lebovich, Netanya
4. The interview was lively/interesting/dramatic and
represented the students' best efforts
= 5%
TASK GRADE:
SHORTCUT TO THE INTERNET ADDRESSES:
Go to:
http://space.ort.org.il/ylb
English
Ziva Bareket
Performance Task
(Click on the internet addresses posted in the task)