This instructional document provides steps for a lesson on natural disasters for high school history students. The lesson introduces natural disasters and asks students to identify common ones. Students then research a specific natural disaster phenomenon, taking notes on its characteristics. They create a conceptual map summarizing the phenomenon. Next, students work in groups to create a PowerPoint presentation explaining the characteristics of a natural disaster they researched. Finally, students present their research while the teacher evaluates them on criteria such as knowledge, creativity, and grammar.

1. INSTRUCTIONAL RECIPE<br />WHEN DID THESE TRAGEDIES TAKE PLACE?<br />HIGH SCHOOL – HISTORY<br />STEP 1. ASK<br />OBJECTIVE: STUDENTS WILL BE ABLE TO IDENTIFY THE MAIN NATURAL DISASTERS THAT CAUSE TRAGEDIES. STUDENTS WILL BE ABLE TO TALK ABOUT TRAGIC EVENTS AROUND THE WORLD.<br />INTRODUCTION: THE TEACHER WILL PRESENT EXAMPLES OF NATURAL DISASTERS AND THEN SHE WILL PICK SOME STUDENTS TO READ AN ARTICLE THAT WILL CONTAIN INFORMATION ABOUT A NATURAL DISASTER (EARTHQUAKE, JANUARY 13TH 2001, SAN SALVADOR, EL SALVADOR). <br />THE TEACHER WILL EMPHASIZE THAT IN THE TEXT ARE SOME VERBS CALLED REGULARS, AND THEY ARE IN PAST. SHE WILL EXPLAIN HOW IRREGULAR VERBS ARE FORMED IN AFFIRMATIVE, NEGATIVE AND INTERROGATIVE. FORM AND THE RULES TO USE IT. <br />THEN SHE WILL GIVE TO STUDENTS A SHEET OF PAPER WITH QUESTIONS TO MAKE THEM ANSWER ACCORDING TO WHAT THEY READ IN THE ARTICLE.<br />ASK: WHAT IS A NATURAL DISASTER?<br />WHAT ARE THE MOST COMMON DISASTERS THAT HAPPEN IN OUR COUNTRY?<br />VOCABULARY: NATURAL DISASTER: A NATURAL DISASTER IS THE EFFECT OF A NATURAL HAZARD (E.G., FLOOD, TORNADO, HURRICANE, VOLCANIC ERUPTION, EARTHQUAKE, OR LANDSLIDE). IT LEADS TO FINANCIAL, ENVIRONMENTAL OR HUMAN LOSSES.<br />STEP 2. INVESTIGATE<br />STUDENTS WILL HAVE TO READ INFORMATION ABOUT NATURAL DISASTERS. STUDENTS SHOULD TAKE NOTES OF A SPECIFIC PHENOMENON AND ITS CHARACTERISTICS.<br />http://environment.nationalgeographic.com/environment/natural-disasters/<br />ADDITIONAL WEBSITES: USING THE BROWSER, STUDENTS WILL HAVE TO CHOOSE A PHENOMENON AND LOOK IT UP IN WIKIPEDIA AND OTHER SITES.<br />STEP 3. CREATE<br />USING THEIR NOTES, STUDENTS WILL HAVE TO CREATE A CONCEPTUAL MAP IN WHICH THEY HAVE TO SUMMARIZE THE MAIN CHARACTERISTICS OF THE PHENOMENA THEY CHOSE.<br />TECHNOLOGY LINK. STUDENTS WILL HAVE TO USE A MULTIMEDIA PROGRAM SUCH AS BUBBL.US.COM TO CREATE A CONCEPTUAL MAP. <br />STEP 4. DISCUSS<br />STUDENTS WILL WORK IN TRIOS. THEY HAVE TO RESEARCH ABOUT A NATURAL DISASTER; THEY WILL HAVE TO CREATE A POWER POINT PRESENTATION IN WHICH THEY HAVE TO EXPLAIN THE CHARACTERISTICS OF THAT NATURAL DISASTER. STUDENTS WILL BE FREE TO USE THE LINK http://environment.nationalgeographic.com/environment/natural-disasters/ TO MAKE THE RESEARCH.<br />TECHNOLOGY LINK. STUDENTS WILL HAVE TO USE MICROSOFT POWER POINT TO CREATE THE PRESENTATION. <br />STEP 5. REFLECT<br />STUDENTS WILL BE ALLOWED TO PRESENT THE RESEARCH ABOUT THE NATURAL DISASTER THEY HAVE DEVELOPED. THE TEACHER WILL TELL THE POINTS THAT WILL BE EVALUATED. <br />RUBRIC TO EVALUATE THE BIOGRAPHY’S PRESENTATION<br />STUDENTS:NATURAL DISASTER:<br />KNOWLEDGE OF THE TOPICCREATIVITYUSE OF TECHNOLOGYUSE OF GRAMMAR AND STRUCTURESTUDENTS PROVIDE AN ACCURATE AND COMPLETE EXPLANATION OF THE NATURAL DISASTER AND ITS CHARACTERISTICSSTUDENTS HAVE INCLUDE PICTURES AND EFFECTS TO THE PRESENTATIONVISUAL AIDS WERE COLORFUL AND LARGE ENOUGH TO BE SEEN BY ALL BE EVEN THOSE IN BACK OF THE CLASSFONT SIZE IS APPROPRIATE FOR READING.MEDIA ARE PREPARED IN A PROFESSIONAL MANNER. DETAILS ARE MINIMIZED SO THAT MAIN POINTS STAND OUT.STUDENTS HAVE CLEAR ARTICULATION; PROPER VOLUME; STEADY RATE; ENTHUSIASM; CONFIDENCE; STUDENTS ARE CLEARLY COMFORTABLE IN FRONT OF THE GROUP.0-100-100-100-1040%15%20%25%TOTAL<br />