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Profile SheetPBL Lesson Plan

PBL Lesson Title: Citizens Address the Zombie Invasion in Palm Springs Primary STEM subject area: ScienceOutside subject area: Language ArtsTeachers: Winifred Tuschen, Kelly Raines, Tracey Trynz, Melissa KnightGrade level: 5th grade Description of student roles and problem situation:

Students will act as scientists, engineers and members of the town council to investigate and research the criteria needed for an appropriate preparedness plan and public sheltering from an imminent attack of Zombies. Then students will create a Zombie preparedness plan for the city of Palm Springs citizens based on articles, books, a powerpoint presentation, web sites and the memorandum from the Mayor.

Possible Resources● Bradley, Arthur Ph.D/ Bradley, Curtis A (foreward by). The Disaster

Preparedness Handbook. Skyhorse Publishing, 2011.● Kilcollins, Danny. (2012). Florida Emergency Operations Centers Design and

Evaluation Criteria [powerpoint slides]. Retrieved from http://www.floridadisaster.org/Response/engineers/library.htm.

● Zombie Preparedness Plan: http://www.cdc.gov/phpr/zombies.htm ● The Village of Palm Springs Preparedness: http://vpsfl.org/index.aspx?NID=412 ● Google Earth: https://www.google.com/earth/ ● National Geographic Map-Maker:

http://mapmaker.education.nationalgeographic.co m ● Map of Palm Springs:

https://www.google.com/maps/place/Palm+Springs,+FL/@26.6396559,-80.0970809,14z/data=!3m1!4b1!4m2!3m1!1s0x88d8d8008e8b3dd9:0xf6a5e03bd340121

● CNN News Story: http://www.cnn.com/2014/05/16/politics/pentagon-zombie- apocalypse

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Identifying Information Teachers: Winifred Tuschen, Kelly Raines, Tracey Trynz, Melissa Knight Primary STEM Subject Area: Science Outside Subject Area: Language Arts Class: Science

Class Level: Regular Grade Level: 5th grade

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9 Standards Addressed

MAFS Mathematics Standard:

MAFS.4.MD.1.3 : Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Mathematical Practice: MAFS.K12.MP.4.1

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

NGSS Science Standards:

SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SC.5.P.13.2: Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.

SC.5.P.13.3: Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion.

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SC.5.P.13.4: Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced

LAFS English Language Arts Standards:

LAFS.5.W.1.1: Write opinion pieces on topics or texts, supporting a point of view with reason and information

LAFS.5.R.I.3.7: Draw on information from multi print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently

ISTE Technology Standard:

ISTE 4.b: Plan and manage activities to develop a solution or complete a project

Science and Engineering Practice: Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

STEM Areas: Science, Technology, Engineering, and Mathematics Identified and Lesson Portion Related to Each Area Indicated Science: Science concepts are incorporated throughout the lesson. In order to solve the problem, students must understand the how force and mass affect motion. (SC.5.P.13.2, SC.5.P.13.3, SC.5.P.13.4) Students will need to work through the scientific investigation to create and design a possible solution to the zombie attack.

Technology: Students will communicate information and ideas effectively to multiple audiences using a variety of media and formats. (ISTE.2.a)

Engineering: Students will develop a diagram or simple physical prototype to convey a proposed object, tool, or process. Students will make predictions about what would happen if a variable changes.

Mathematics: Students will describe, measure, estimate, and/or graph quantities such as area, volume, weight, and time to address scientific engineering questions and problems.

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3 Higher Order Learning Outcomes, Each with a Condition, Performance Verb, and a Measurable Proficiency Level One aligned to Science NGSSS: After accurately analyzing and synthesizing information from the provided resources, students will select an appropriate shelter(s) that can withstand a force of Zombie attacks scoring at least an Adequate on the persuasive essay rubric.

One aligned to a LAFS: After analyzing and synthesizing information from the provided resources, students will elaborate on their findings by including 3 accurate scientific facts to support their solution of why their preparedness plan and shelter should be chosen.

One aligned to Science & Engineering Practice or Engineering Design: Given the available resources, students will assess current structural shelter sites available and analyze the materials used in those sites to determine their stability by including at least 3 accurate scientific facts that will support their findings as to why the building materials used at the proposed sites are adequate.

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Description of Student Roles and Problem Situation:Students will act as scientists, engineers and members of the town council to investigate and research the criteria needed for an appropriate preparedness plan and public sheltering from an imminent attack of Zombies and will provide at least 3 minimum requirements to support their findings. Then students will create a Zombie preparedness plan for the city of Palm Springs citizens based on articles, books, a PowerPoint presentation, web sites and the memorandum from the Mayor.

Three student roles authentic to problem: Scientists, engineers, fellow town council members

Context explanation: The citizens of Palm Springs, FL just received word that a Zombie Attack is coming! Students will need to suggest five possible safe places for shelter from the attack. Students will have to devise a preparedness plan by researching the city of Palm Springs, the population density, climate, terrain, major transportation routes, main bodies of water, food and water resources, and anything else that can help aid in developing an effective preparedness plan and choosing a minimum of 5 different sites within the boundaries of Palm Springs that can be used as appropriate shelters. Audience for solution presentation: Teacher is going to assume the role of mayor of Palm Springs. The remainder of the class and invited parents will assume the roles of concerned citizens attending the meeting and will be allowed to ask questions at the end of the presentation.

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Meet the Problem Method:Students will receive a memorandum from the mayor of Palm Springs as well as links to websites and videos. How problem is ill-structured: This is an ill-structured problem because there are multiple correct solutions and there is no known answer. How problem is high impact: This is a high impact problem because it will affect the 18,000 to 20,000 residents of Palm Springs. How problem will promote acquisition of skills/knowledge described in standards and learning outcomes: Problem will encourage students to use critical thinking and problem solving skills including research, persuasive writing, and investigating the current sites and developing an effective plan to prepare the citizens of Palm Springs in the event of a zombie attack. Memo is included below.

Videos provide for research, motivation etc: https://www.youtube.com/watch?v=sOnqjkJTMaA Michael Jackson “Thriller” music video- Teacher will show only a portion of the zombies dancing to help create a visual for the problem. In this video, students will see images of zombies dancing to music with Michael Jackson.

https://www.youtube.com/watch?v=9IldrAxmpbk&feature=youtu.be This is a student created video setting the scenario and showing the need for the Zombie Apocalypse preparedness plan. Students will see medical kits they can create in order to be prepared. They will also see images of how an evacuation of large amounts of people in a short time frame can be nearly impossible. In this video, they will also see ideas for where they can hide during the Zombie Invasion.

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Problem Statement How can we, as Town Council Members develop a preparedness plan to protect, educate and provide a minimum of 5 necessary places of shelter for the citizens of Palm Springs in the event of a Zombie attack? In such a way that: Condition 1: A clear and concise preparedness plan is developedCondition 2: A comprehensive list of shelters are identified Condition 3: Staying within the $25,000 budget to design the best solutionCondition 4: Meeting the deadline within 4 weeks.

Know/Need to Know Board Know Board: 7 accurate facts that are clearly documented in the Meet the Problem Documents: (If multiple documents are utilized, identify source of each fact)1) Zombies are moving westward at 5-7 miles per day.2) Appropriate shelter locations must be determined.3) The deadline to present possible solutions is September 26, 2015.4) The time to present possible solutions is 5:00 PM.5) The budget to research possible solutions is $25,000.

Need to Know Board: 10 questions that students would need to research/know in order to solve their stated problem; questions align with standards and learning outcomes:1) What should the preparedness plan include?2) How to best determine an expected arrival of the zombies? How much time is needed to prepare?3) Can current hurricane shelters be used? How many are there in the town of Palm Springs? What is the maximum size of each shelter in terms of numbers of citizens each site can house safely?4) How could the force of the zombies affect the structure of the sites chosen?5) How can the $25,000 be best spent?6) What resources currently in place in Palm Springs could be used?7) Does the city need an evacuation plan?8) Should the budget include food and water supplies for those using shelters?9) Will the budget allowed be sufficient to prepare and choose effective sites to shelter the citizens of Palm Springs?

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Capstone Performance After researching, analyzing and synthesizing information provided and through their own research, students will determine an effective preparedness plan and whether shelters or evacuation will be the best course of action. Students must provide in presentations whether in their PowerPoints or orally why they chose the solution they did and be able to give 4 accurate and logical reasons based on research. The lesson for solving the imminent Zombie Invasion of Palm Springs is a 15 day assignment. The first 10 days will be set aside for individual/group reports, 3 days to create an Animoto animation and/or PowerPoint presentation, and 2 days to prepare for their presentations. In groups of 4-5, students will research, investigate and share ideas and probable solutions on how to best deal with an imminent attack on Palm Springs by Zombies. Time allotted for sharing their presentations will include each member of the group contributing to the oral presentation, within a 10-15 minute presentation window.

Groups/students will be graded on completion of their written reports and oral presentation by a set deadline date. Rubrics will be used for both different components of the presentation.

During the first 10 days, groups will research, discuss and explore different ideas and solutions on how to prepare for an imminent disaster. They will then create a written and oral solution to the problem presented to them. Throughout the presentation of their solution, students will assume the roles of engineers, concerned citizens, and local community members. A minimum of two possible solutions will be presented with at least 4 reasons or justifications on how their preparedness plan and sites chosen is the best way to solve the Zombie invasion.

The following 5 days will be set aside to finalize the final solution and to create an Animoto or PowerPoint presentation to be shared with the Mayor of Palm Springs, town council members and concerned citizens. To address student autonomy, students may determine the type of media to use during their oral presentations.

The final presentation will be approximately 10-15 minutes. Each student in the group will be allowed 4-5 minutes to present their justification of their group’s best solution.

The teacher will assume the role of the Mayor. Members from the class will assume the roles of town council members and invited parents will represent concerned citizens. Time will be allotted for questions from the audience.

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To address metacognition, students will complete a reflection questionnaire following the oral presentations.

Sample reflection questions that may be asked are the following:

- What goals are you setting for yourself to become more mindful of your own thinking?- What has worked for you in the past that you might draw upon?- What makes you think that strategy will work in this situation?- What kinds of resources have been the most helpful to you so far? Why?- Did you have a plan and did you have to change it?

Capstone Performance: 2 rubrics- see below

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Two Alternative Solutions: Two sample teacher-created solutions are present and described. Solution 1 with 4 “pro” statements and 4 “con” statements: The team has chosen one shelter/site to house the entire population of Palm Springs.

Pros-● all residents are safe and accounted for under one roof● all food, water, and resources would be in one place● would not have to create multiple evacuation routes ● everybody would know where to go

Cons-● ushering all residents into one building may take a long time● crowding● disorganized chaotic ● enough facilities water, restrooms

Solution 2 with 4 “pro” statements and 4 “con” statements: The team has chosen multiple shelters/sites for housing evacuees.

Pros-● Smaller groups of people● Having multiple locations for shelters will make it harder for the zombies to get to

residents.● If a shelter becomes destroyed residents have the option to run to the nearest

shelter.● Shelters can be disguisable.

Cons-● Supplies will have to be equally dispersed among the shelters.● Evacuation maps will have to be developed.● Families may be split up.● Difficult to determine if all residents are safe and accounted for.

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Justification for Best Solution: Teacher identifies best sample solution

The best solution from the two listed above is solution 2: to have multiple sites/ shelters for the 18,000 -20,000 residents of Palm Springs. There is no single space that can safely accommodate that number of people. In this solution, every school building site in Palm Springs will have to be used as a shelter. Schools sites include Clifford O. Taylor/ Kirklane Elementary School, Palm Springs Elementary School, Palm Springs Middle, G-Star, and the Fulton Holland Educational Center. The most efficient & effective way to determine which site residents will evacuate to is as follows: Parents of school-aged children will take their immediate families to the school site (listed above) of their eldest child. Anyone without children that attend a Palm Springs school will evacuate to the Fulton Holland Educational Center. Each of these buildings will need: to have all windows and doors reinforced using plywood and a minimum of infrastructure criteria-including 1 gallon/day per resident for 3 days of potable water and 1.5 gallon/day per design occupant for three (3) days of wastewater. Residents will be instructed to bring as much food, water as possible, as well as any other supplies (generators, safety kits, sleeping bags, and clothing). Due to the fact that Zombies are simple and mindless, the electricity and water supply should not be compromised, however the minimum criteria is for reserves and just in case. Residents may choose to drive (carpool is suggested) or use local transportation.

Breakdown by site:

Clifford O. Taylor/ Kirklane Elementary School with a student population of approximately 1250 students will house approximately 2500 residents.

Palm Springs Elementary School with a student population of approximately 900 students will house approximately 1800 residents.

Palm Springs Middle with a student population of approximately 1600 students will house approximately 3200 residents. G-Star School with a student population of approximately 1100 students will house approximately 2200 residents.

Fulton Holland Educational Service Center will house approximately 12,000 or more residents.

Debriefing

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Student Generated Solutions:

Students in their groups will present their findings to the rest of the class within the15-minutes time frame. See above for expected requirements for the members of the class acting as the audience. Method of rating each “best” solution to be used:

There is not necessarily just one best solution to this problem. There can be a varied list of shelter sites chosen with supporting evidence and reasoning, and therefore a myriad of feasible solutions to this problem. There may be several solutions that are better than others. In order to determine “the best” solution, rubrics will be given to each student to score every group. Students will give 1 point for each of the following criteria that are presented: 1) the group presents a solution, 2) reason #1 supports the solution, 3) reason #2 supports the solution, 4) reason #3 supports the solution, and 5) reason #4 supports the solution. The points 1-5, with 5 being the best will be tallied for each group. The solution of the group with the highest number of points will be identified as the best solution. Results will be looked at the next day and discussions will follow as to whether some of the solutions presented could be merged as one. Rubric for best solution attached.

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Debriefing: 6 Essential Concepts that teacher feels must arise in debriefing or capstone performances for standards and learning outcomes to be met:

Students must share these five concepts in the presentations in order for content to be accurate/successful mastery of learning outcomes:1) Developing a preparedness plan for the community.2) Locate and analyze with a number of appropriate sites.3) Determine the structural strength and size of sites chosen.4) Population or neighborhood zoning 5) Plan to distributing food/water supplies to the shelters6) Audio/ Visual presentation including a persuasive essay and student constructed projects.

Debriefing Coaching activities Description of how teacher will ensure that the 5 essential concepts are addressed, even if they do not arise from student presentations:

Teacher will be circulating throughout the planning process of the lesson making sure that teams are focused on the essential concepts and stepping in with prompting and guiding questions.

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Differentiation: Description of differentiation for ESOL student:

● use resources in the student's’ first language through technology, internet dictionaries

● use peer buddy with common language for reading assignments, note taking, information gathering

● present vocabulary in students’ first language

Description of differentiation for special needs student #1 (specific learning disabilities):

● use peer buddy for reading assignments, note taking, working math problems● check periodically for comprehension● pair auditory & visual information simultaneously

Description of differentiation for special needs student #2 (attention deficit disorder):● repeat directions/ instructions● use graphic organizers/ reference sheet as needed● reminders to stay on task

Description of differentiation for special needs student #3 (language impaired):● repeat directions/ instructions● check for understanding of directions● simplify directions

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Safety Concerns:Although all school district computers have most inappropriate sites blocked, an

issue may still arise either on classroom computers or more likely, home computers if research is being done for homework. Teachers will review internet safety rules with students and discuss the rationale for each. A review of hallway behavior and procedures to ensure proper transitioning to and from computer labs will be provided to students each day of this lesson.

1. Do not write and send anything you wouldn’t say in real life.2. Do not share passwords with friends.3. Never give out your name, address, phone number, school name without

permission.4. Do not agree to meet anyone in person that you have met on the internet.5. Do not install programs or games without permission.6. If you see/ find something that makes you feel uncomfortable, tell your parent or

teacher.

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Meet the Problem memo:

City of Palm Springs Palm Beach County 226 Cypress Lane Palm Springs, Fl. 33461

MEMORANDUM

To: Town Council Members, designated scientists and engineers

From: Mayor-City of Palm Springs

Subject: Imminent Zombie Invasion

Date: August 29, 2015

As you can see from the attached newspaper articles, NBC and MSN news clips, an imminent Zombie invasion is nearing Palm Springs. Sources report Zombies have already invaded Fort Meyers and are moving westerly at a rate of 5-7 miles a day. Members of each task force will need to determine an immediate preparedness for the inhabitants of Palm Springs as well as an appropriate shelter location(s).

Each task force will present their effective plan with the intent that it will be ready to implement is no later than 5:00pm, September 26, 2015. The city of Palm Springs has only $25,000 in its emergency funding to determine the best solutions.

Bev Smith-Mayor of Palm Springs

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Student Name: __________________________________ Date: __________________

Topic: Zombie Invasion Palm Springs, FL

Persuasive Essay Rubric

Criteria Superior Adequate Poor Teacher Comments

Required Components

50 pointsEssay includes:

1. Problem Statement

2. 4 Evidences of Research

3. Solution for shelter(s) based on at least 2 accurate facts

4. Constructed Visual with accurate measurements.




3. A Solution for shelter(s) based on at least 1 accurate fact

4. Constructed Visual with at least 80% accurate measurements.




3. Solution for shelter(s) is provided but no accurate facts are included

4. Constructed Visual with less than 80% accurate measurements.

Alignment to Problem Statement

20 pointsThe student’s

solution or plan aligns 100% with the problem statement.

12 pointsThe student’s

solution or plan is at least 80% aligned with the problem

statement.

6 pointsThe students’

solution or plan is less than 80%

aligned with the problem statement.

Content Accuracy

20 pointsEvidences for the solution (maps,

research, data) are 100% accurate.


research, data) are at least 80%

accurate.


research, data) are less than 80%

accurate.

Mechanics 10 pointsEssay contains no

more than two errors in punctuation,

spelling or grammar.

5pointsEssay contains 3 to

5 errors in punctuation, spelling

or grammar.

1 pointEssay contains 6 or

more errors in punctuation, spelling

or grammar.

Scoring Guide:EXemplary: 90 - 100%PRoficient : 70 - 89%APproaching: 50 - 69%Needs Development: Below 50%

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Student Name: __________________________________ Date:__________________

Topic: Zombie Invasion Palm Springs, FLOral Presentation Rubric

Criteria Superior Adequate Poor Teacher Comments

Non-Verbal Skills

20 pointsPresentation includes:

1. Has eye contact with the audience 100% of the time

2. Student’s volume can be heard in back of room 90% or more of the time.

3. No non-purposeful movements


1. Made eye contact with the audience at least 80% of the time

2. Student’s volume is loud enough to be heard in back of room 80-89% of the time.

3. 1-2 non-purposeful movements


1. Made no eye contact with audience

2. Student’s volume is inaudible in back of room more than 20% of the time.

3. More than 2 non-purposeful movements

Individual Solution

30 pointsStudent proposes his best solution citing at

least 3 accurate scientific facts.

20 pointsStudent proposes his best solution citing at least 2

accurate scientific facts

10 pointsStudent proposes

his best solution but includes no

accurate scientific facts.

Quality of Individual Justification

25 pointsStudent justifies

group’s best solution with at least 3

accurate scientific facts.

15 pointsStudent justifies

group’s best solution with at least 2 accurate scientific facts.

5 pointsStudent includes no accurate facts in his justification of the

group’s best solution.

Accuracy of response

20 pointsStudent answers

question from audience member

citing at least 2 accurate facts.

10 pointsStudent answers

question from audience member

citing at least 1 accurate fact.

0 pointsStudent cannot answer question from audience

member.

Reflection Questions

5 pointsStudent answers all 5 reflection questions.

3 pointsStudent answers at

least 3 of the reflection questions.

2 pointsStudent answers less than 3 of the

reflection questions.

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Scoring Guide:EXemplary: 90 - 100%PRoficient: 70 - 89%APproaching: 50 - 69%Needs Development: Below 50%

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Student Name:__________________________________ Date:__________________

Topic: Zombie Invasion Palm Springs, FLBest Solution RubricGroup _____________

Criteria Yes (1 pt) No (0 pts)

Does the group present a best solution?

Does Reason #1 support their solution?


Does Reason #3 support their solution? .


Total Points

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