This unit explores content concepts related to the scientific and non-scientific reasons as to why and how natural disasters originate. Additionally, it looks at the way that throughout the ages, different cultures have attempted to explain why these disasters take place. Furthermore, this unit is written with the second language learner in mind. Although, I often will refer to the students as English Language Learners (ELLs), unless otherwise mentioned, this term will be inclusive of all language learners and thus will refer to all second language learners. Thus, the English speaker learning Spanish in a dual language, a structured immersion program, or in a bilingual program, is at the heart of the lessons and strategies here presented. In addition, the unit is an exercise in integrating the national TESOL (Teaching of English to Speakers of Other Languages) standards and the different content standards in social studies, and science.
The goal of this unit is to provide the classroom teacher with some model activities that integrate the TESOL and content standards in the four language domains of listening, speaking, reading and writing, as the students explore the theme of natural disasters and related myths. Students then are asked to explore some first hand and second hand accounts of major natural disasters affecting the New England states such as the hurricane of 1938, the blizzard of 1888, or the year without a summer (1816).
In order to accomplish this, students will participate in a series of activities allowing them to:
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1 Differentiate between scientific and non-scientific rationales to natural disasters
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2 Study and compare the scientific and legend or myth of a natural disaster
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3 Observe how natural disasters affect life cycles, habitats, and ecosystems
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4 Recognize relationships between events and people of the past and present circumstances, concerns, and developments
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5 Locate the events, peoples, and places they have studied in time and place (e.g., on a timeline and a map) relative to their own location
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6 Gather information from multiple sources, including archives or electronic databases, to have experience with historical sources and to appreciate the need for multiple perspectives
Key Concepts
The following is a list of the key concepts that are targeted throughout the unit and in the lesson activities.
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1 Earth is an active planet fueled by various energy sources
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2 Energy is derived from Earth's interior, the Sun, and impacts with comets and asteroids
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3 The study and movement and interactions of the lithosphere plates (plate tectonics) helps us understand the origins of mountains, volcanoes, and earth movements
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4 Natural disasters are fatal when humans get in the way of Earth's processes
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5 Natural laws are uniform through time and space: the present is the key to the past
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6 Humans throughout the ages search for explanations to life's events
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7 Humans have direct and indirect effects on our environment and habitat that affect some naturally occurring events
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8 Humans interact with life's events in time and space, shaping our past, present and future