Flooding in Bartow COunty
EQ: How can we as students at cass middle school create effective flood interventions to reduce flooding in bartow county?
Lesson Plans
Science
EQ: What material is most effective at preventing damage to personal property during a flood? Does it matter if it’s in a floodplain or not? S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather. d. Construct an explanation of the relationship between air pressure, weather fronts, and air masses and meteorological events such as tornados and thunderstorms. e. Analyze and interpret weather data to explain the effects of moisture evaporating from the ocean on weather patterns and weather events such as hurricanes. |
November 7th- Students received notes over Weather and Storms.
November 17th- Students completed a virtual lab over Floods and Stormproof Homes. November 27th- Students watched a video of Extreme Weather Solutions and answered questions. November 28th- November 29th Students researched flooding causes and effects. They researched how to prevent homes from flooding. They collaborated in a group to build a barrier to protect a paper house from flooding. November 30th & December 1st- Students tested their barrier and recorded data on their barrier and other students in the class barrier. After testing, Students will reflect on their design and make improvements after testing their barrier. |
Math
EQ: What is the success rate of different flood preventions and why is it important to be prepared for a flood? 6.NR.4.6 Calculate a percent of a quantity as a rate per 100 and solve everyday problems given a percent. |
Monday (12/4):
The students watched a video from Sean McAleer who is a FEMA Coordinator from Missouri, and he answered questions submitted by students. The students watched a video from Mr. Bruce King, Division Chief of EMA for Bartow County Fire and Emergency Services. Mr. King went over the types of Natural Disasters seen in Bartow County and how to be prepared in case something was to happen in the future. Tuesday (12/5): The students participated in an electronic data collection using online Microsoft Forms and Excel. The students were taught how to sort data in Excel to focus on the information needed. The students will calculate the success rate of each material from their science class and the overall success rate for their science class.
Once the students complete their calculations, they will write a constructed response reflecting on the most successful material and success rate for their class on Padlet and respond to other students’ feedback. |
Social Studies
Map and Globe Skills GOAL: The student will use maps to retrieve social studies information. Map and Globe Skills:
Information Processing Skills GOAL: The student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems/make decisions. |
Wednesday (12/6)
Thursday (12/7)
Friday (12/8)
Monday (12/11)
Tuesday (12/12) Students will be redesigning their route based off coding and efficiency of their route. |
ELA
ELAGSE6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. |
Thursday – Friday (12/7– 12/8)
1. Following Science’s building of a barrier to prevent floodwater from entering a home, students will write a reflection piece in their STEM notebooks that must include the following: 1. Results from first build. 2. What was successful? 3. What needs to be changed for a redesign? |