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Storm Types
Sherri Jones & Trejahn Rutlin
TEDU 414: Curriculum/Methods for Young Children
12/2/2014
Fourth Grade
Five Days
Introduction/Big Idea
The purpose of this unit is to expand on how weather conditions can lead to different storm types such as hurricanes, thunderstorms, and tornadoes. Students will already have knowledge of cloud types and precipitation. They will be building their knowledge of what makes up weather too see how a combination of weather conditions may lead to different types of storms. In result, students will be able to use the information learned on the makings of weather and types of storms to connect with different types of weather measurements and how they are used to record data.
Objectives The student will be able to complete worksheet in interactive notebook constructing all 4
types of clouds using cotton balls, glue, markers, and crayons with 100% accuracy. The student will be able to use the internet, given multiple websites, and collect 2 4
facts about each type of storm. The student will be able complete a given chart listing at least four characteristics of a
tornado and also writing a one paragraph narrative. The students will be able to show what they have learned by completing a KWL chart
and present at least 3 factual pieces information about hurricanes using technology . The student will be able to complete a chart stating at least six facts about
thunderstorms and name what characteristics separate this storm type from others. The students will be able to complete a venn diagram comparing and contrasting the
three storm types by giving at least four descriptive answers under each category.
Standards Of Learning
Science SOL 4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include. a) weather phenomena b) weather measurements and meteorological tools; and c) use of weather measurements and weather phenomena to make weather predictions.
English SOL 4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. b) Formulate questions that might be answered in the selection. c) Explain the author’s purpose. d) Identify the main idea. e) Summarize supporting details. f) Draw conclusions and make simple inferences using textual information as support. g) Distinguish between cause and effect.
h) Distinguish between fact and opinion. i) Use prior knowledge and build additional background knowledge as context for new learning. j) Identify new information gained from reading. k) Use reading strategies throughout the reading process to monitor comprehension.
Physical Education SOL 4.1 The student will refine movement skills and demonstrate the ability to combine them in increasingly complex movement activities. a) Demonstrate proficiency in specialized locomotor, nonlocomotor, and manipulative skill combinations in game and modified sports activities (e.g., throw to a partner while he/she runs to catch, dribble and pass soccer ball/basketball to a moving receiver, catch thrown objects, continuously strike a ball against a backboard or wall with an implement). b) Demonstrate moving to a rhythm (e.g., perform a variety of educational dances with different international and regional American formations; create educational dances with apparent beginning, middle, and end, combining shapes, levels, pathways, and locomotor patterns). c) Perform smooth flowing sequences that combine four or more of the following movements: traveling, balancing, rolling, and other types of weight transfer.
World Geography SOL WG.2 The student will analyze how selected physical and ecological processes shape the Earth’s surface by a) identifying regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; c) explaining how technology affects one’s ability to modify the environment and adapt to it.
Fine Arts SOL 4.17 The student will compare and contrast abstract, representational, and nonrepresentational works of art.
Computer Technology SOL C/T 35.6 Plan and apply strategies for gathering information, using a variety of tools and sources, and reflect on alternate strategies that might lead to greater successes in future projects. A. Collect information from a variety of sources. • Conduct research using various types of text and mediabased information. B. Apply best practices for searching digital resources. • Apply effective search strategies that will yield targeted information. • Identify basic indicators that a digital source is likely to be reliable.
Day One: General Overview of Weather Purpose
The purpose of this lesson plan is to review previous knowledge and prepare students to learn new information.
Science SOL 4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include a) weather phenomena; b) weather measurements and meteorological tools; and c) use of weather measurements and weather phenomena to make weather predictions.
Technology SOL 35.6 Plan and apply strategies for gathering information, using a variety of tools and sources, and reflect on alternate strategies that might lead to greater successes in future projects.
A. Collect information from a variety of sources. ∙ Conduct research using various types of text and mediabased information.
B. Apply best practices for searching digital resources. ∙ Apply effective search strategies that will yield targeted information. ∙ Identify basic indicators that a digital source is likely to be reliable.
English SOL The student will demonstrate comprehension of information resources to research a topic. a) Construct questions about a topic. b) Collect information from multiple resources including online, print, and media. c) Use technology as a tool to organize, evaluate, and communicate information. d) Give credit to sources used in research. e) Understand the difference between plagiarism and using own words. Objective
The student will be able to complete worksheet in interactive notebook constructing all 4 types of clouds using cotton balls, glue, markers, and crayons with 100% accuracy.
The student will be able to use the internet, given multiple websites, and collect 2 4 facts about each type of storm.
Procedure Introduction
The teacher will split the class into two large groups with one on each side of the classroom. If there is around an equal number of boys and girls it could be a “boys vs. girls” division.
Explain to the students that they will be playing a review game. Elaborate on the fact that although it is a game, you expect everyone to participate and still learn.
The teacher will read each question twice and give each team the same time to think about their answers. (Auditory)
The teacher will use the promethean board to display the game. http://www.quia.com/rr/307844.html (kinda like who wants to be a Millionaire)
Whichever side gets to $1 million dollars first will win candy or dollar paws. Development
After the students have finished the game, students will return to their seats to construct their own interactive notebook for the rest of the unit.
Each student will be given 5 sheets of construction paper. They will be instructed to fold the papers in half and the teacher will come around to staple the “spine” of the book. They will be given a chance to decorate the front and told to write “Weather Book” on the cover. The student will then number the pages of the book 110.
The teacher will explain that this book will be used every day this week and stress the importance of not losing it.
Teacher will give students a sheet of paper with 4 types of clouds. (Cirrus, Cumulus, Stratus, & Cumulonimbus) With glue and torn cotton balls the students will show the cloud formation of each type. (kinesthetic)
At this point. the students are working alone as the teacher is walking around making
sure everyone is on task and showing some sort of comprehension.
After the students have finished with the clouds, the teacher will explain that the different types of clouds we have just learned all produce or precede a certain type of storm. Relate this to real life, ask the students:
how do they know it’s about to rain? How does the sky change? How do they know it’s about to do something more than just rain? Thunder? Lightning? How does the atmosphere change? Teacher will introduce 3 storm types (Hurricanes, Tornadoes, and Thunderstorms) with
minimal information, but the teacher should make sure all students are aware of each type of storm. The teacher can ask for examples of hurricanes, give a personal testimony of an experience with a tornado, and give general knowledge of a thunderstorm.
After giving basic knowledge, the teacher will distribute laptops to the student to find 24 facts about each storm type. There will be a couple links written on the board for students to copy into the search engine. (Visual)
http://www.weatherwizkids.com/ http://urbanext.illinois.edu/treehouse/rockweather.cfm?Slide=1 The facts they find will be discussed on their respective days throughout the week. For Advanced: These students will be asked to draw the precipitation of each type of
cloud during the cloud activity For Strugglers: These students will be able to use magazines, books, and newspapers
to collect facts. Summary
Once the students have collected their facts, they will predict which storms will produce what storms. This will just be a class discussion and they will jot this prediction down under their cloud formations.
Materials
Cotton Balls glue cloud worksheet laptops construction paper
Evaluation A
This lesson contains more than one activity that will need to be assessed. However, the student’s will not get a formal assessment until the end of the unit.
The teacher will collect the interactive notebook and check for understanding making sure the student has all 4 cloud types correct.
This will allow the teacher to see if someone has still not grasped the concept or if he/she needs to go back and teach something again. Majority of the students should get
100% accuracy, If not the teacher will make note and decide to go over with the individual students or with the class as whole.
Evaluation B
What were the strengths and weakness of the lesson? Did the students show retention of the material previously taught? If it were to be retaught, what could be changed? Were the students able to meet the objective? Were the students needs met?
Day Two: Tornadoes Purpose
The purpose of this lesson is demonstrate and discuss what weather conditions are needed for a tornado to form and certain characteristic that make this storm type unique from other storms. This is being addressed as the class is going over three storm types in relation to weather. Information from this lesson is important because the student will use what they learned about tornadoes to complete a project on all three of the storm types.
Science SOL 4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include a) weather phenomena b) weather measurements and meteorological tools; and c) use of weather measurements and weather phenomena to make weather predictions.
English SOL 4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. b) Formulate questions that might be answered in the selection. c) Explain the author’s purpose. d) Identify the main idea. e) Summarize supporting details. f) Draw conclusions and make simple inferences using textual information as support. g) Distinguish between cause and effect. h) Distinguish between fact and opinion. i) Use prior knowledge and build additional background knowledge as context for new learning. j) Identify new information gained from reading. k) Use reading strategies throughout the reading process to monitor comprehension.
Physical Education SOL 4.1 The student will refine movement skills and demonstrate the ability to combine them in increasingly complex movement activities. a) Demonstrate proficiency in specialized locomotor, nonlocomotor, and manipulative skill combinations in game and modified sports activities (e.g., throw to a partner while he/she runs to catch, dribble and pass soccer ball/basketball to a moving receiver, catch thrown objects, continuously strike a ball against a backboard or wall with an implement). b) Demonstrate moving to a rhythm (e.g., perform a variety of educational dances with different international and regional American formations; create educational dances with apparent beginning, middle, and end, combining shapes, levels, pathways, and locomotor patterns). c) Perform smooth flowing sequences that combine four or more of the following movements: traveling, balancing, rolling, and other types of weight transfer.
World Geography SOL
WG.2 The student will analyze how selected physical and ecological processes shape the Earth’s surface by a) identifying regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; c) explaining how technology affects one’s ability to modify the environment and adapt to it. Objective
The student will be able complete a given chart listing at least four characteristics of a tornado and also writing a one paragraph narrative.
Procedure Introduction
The lesson will start by the teacher telling the students that today the class will be learning about tornadoes. The teacher will read the book “Tornadoes” by Seymour Simon (auditory).
Questions to ask after reading the book: What are two different names that are used synonymously in reference to tornadoes? What type of weather comes before a tornado? What makes a tornado have funnel shape? Using a map either on the smartboard or pull down: Point to the regions where tornadoes are most likely to occur. (visual)
Development After being read the book on tornadoes, the students will be taken outside to do a
parachute activity so they can see and experience the conditions as a tornado would happen under. For the tornado parachute activity:(kinesthetic) :
1. Start by having students assemble in a circle around the edges of the parachute lying flat on the ground.
2. Next have the students hold the parachute as waist level. 3. Have them begin to gentle make a waving motions that gets progressively faster to
demonstrate wind speed. 4. The teacher will then throw balls of yarn or string onto the parachute showing the
addition of moisture. 5. Then while they still making the waves for wind speed, have the students start to rotate
clockwise in a circular motion to demonstrate how a tornado spins.
6. As the students rotate they will lift the parachute higher and higher showing the size of some tornadoes.
Summary
Once coming back from outside for parachute activity, have a whole class discussion to review that activity. These points need to be addressed during the discussion: In what types of regions/climates are tornadoes more common to occur? What type of weather is needed for a tornado to happen? What kinds of clouds come before a tornado? What kind of precipitation comes from Tornadoes?
Students will then return to their desks to complete the draw, label, write chart and paste it into their interactive notebook. For the draw section they are to draw a picture of a tornado. In the label section they are to list key terms that relate to tornadoes. In the write section they are to write a one paragraph narrative based off a prompt. Chart:
Draw
Label
Write Imagine you live in Oklahoma, you just on the news that there has been a tornado
warning for the area you live in. Based on what you have learned about tornadoes, write about what precautions you would take.”
For strugglers: When writing the notes from read aloud book in the science journal these students can jot down key words they hear or draw pictures books. Later the teacher will get with these students to informally gauge whether they were able to recognize the characteristics specific to tornadoes.
For advanced: during the assessment, after the venn diagram, students will draw a picture of a tornado and shape, wind speed and saturation should be identified in the picture.
Materials Tornadoes by Seymour Simon Parachute Interactive Science Notebook Pencils DLW chart
Evaluation A
Were the students able to fill out the DLW chart with accuracy? Were they able to write a narrative that was clear and on topic? Did the student label the minimum requirement of four characteristics in the label
section? Was there a general feeling of understanding of the topic from the class when doing
parachute activity? Evaluation B
What were the strengths and weakness of the lesson? If it were to be retaught, what could be changed? Were the students able to meet the objective? Were the students needs met?
Day Three: Hurricanes
Purpose
Today the students will learn about hurricanes.The purpose of this lesson is demonstrate and discuss what weather conditions are needed for a hurricane to form and certain characteristic that make this storm type unique from other storms. Students will be able to get an idea of how it would be being a news reporter. This lesson plan will teach students about the conditions that precede it and the effects it has on the people. Information from this lesson is important because the student will use what they learned about hurricanes to complete a project on all three of the storm types.
Science SOL 4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include a) weather phenomena b) weather measurements and meteorological tools; and c) use of weather measurements and weather phenomena to make weather
World Geography 2. The student will analyze how selected physical and ecological processes shape the Earth’s surface by a) identifying regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; c) explaining how technology affects one’s ability to modify the environment and adapt to it.
Writing SOL 4.7 The student will write cohesively for a variety of purposes. a) Identify intended audience. b) Focus on one aspect of a topic. c) Use a variety of prewriting strategies. d) Organize writing to convey a central idea. e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. j) Revise writing for clarity of content using specific vocabulary and information. k) Include supporting details that elaborate the main idea. Objective
The students will be able to show what they have learned by completing a KWL chart and present at least 3 factual pieces information about hurricanes using technology .
Procedure Introduction
The students will be introduced to the topic by a video of the world’s top 10 worst hurricanes.
https://www.youtube.com/watch?v=loCBP3_A_4M The teacher will pause the video so the students can read the stats and other
information in the video. It does give the location,year, and amount of damage. Development
After students have seen the damages and severity of hurricanes they will complete a KWL chart on hurricanes.
Students will have about 3 minutes to write down on the K column what they already
know or think that they know about hurricanes. The teacher will give the students another 3 minutes to think about what they might want
to know about hurricanes. Some questions could be How do people die from hurricanes? What part of the country/world has the most hurricanes? How do hurricanes get their names? How do they categorize a hurricane? Which places are least likely to get hit by a hurricane? After the KWL chart is completed, it will be pasted into the interactive notebook.
The teacher will then lecture the students on hurricanes. The questions listed above will be answered in the lecture and students will be encouraged to take notes during . (Auditory)
The teacher will use the world map to point out the Pacific Ocean where hurricanes are most likely to form. They form over water and move inland, which is why the coast states are hit the hardest. Hurricanes normally lose strength once it hits land because there is nothing keeping the air saturated. (Visual)
The teacher will read a blurb from http://earthsky.org/earth/howdohurricanesgettheirnames on how hurricanes are named.
Students will have the opportunity after the lecture to ask any questions that were not answered during the lecture.
After all questions have been answered the teacher will explain how the next part of this lesson will go.
Students will get into groups of no more than 5 people. The teacher will show clips of a news broadcast covering a hurricane approaching their area.
https://www.youtube.com/watch?v=vN4iy21AZzw (this clip shows a report from the newsroom and they also have footage of reporters out in the storm.)
Students will be making a recording of a broadcast on a hurricane approaching our area. The roles are as followed
Reporter Will be doing all the talking on the camera to the people Cue person Holding cue cards for the reporter Data Rep Collecting data for the broadcast to report to the public Camera/iPad Man Person with the camera/iPad that goes everywhere the reporter
goes. Depending on how the group decides to broadcast there are optional roles
Meteorologist Gives the predicted time for landfall, amount of precipitation, and predicted route the hurricane will go.
Reporter from the news station Person who “brings” you updates from the actual new station versus out in the hurricane.
Each table with get a bag with numbers 1 5. The roles will already be written on the board with corresponding numbers. If students want to use the additional roles they may choose to do so at this specific time.
Each group will be given one iPad and a stack of index cards for the cues. Teacher will explain to the class that they are to make a new broadcast about a
hurricane approaching the area. What type of information will you give the public? What information will you need before going live? Use what you know and have learned to give as much detail is needed . Warnings to the public is okay. Low flood areas and rainfall and wind speed are all important to make this broadcast a success. (Kinesthetic)
Students will have about 3045 mins to complete this task. For Strugglers: On the KWL chart, the questions in the Learned part will already be
written. The only thing they have to do is fill in the answers.
For Advanced: If the students finish their assignment early, they will be asked to get out a piece of paper and compare and contrast the two storms they have learned about so far. Tornadoes vs. Hurricanes.
Summary
To close this activity out, students will turn in their iPad s to the teacher. The teacher will then play them on the promethean board where the entire class can see. For comprehension the teacher will ask several questions.
How are hurricanes formed? How do they get their name? What numbers are used to categorize hurricanes? What information should be used during a broadcast of a hurricane?
Materials
iPads Index Cards Paper Pencil/pen Weather Props Number Cards KWL Chart Interactive notebook
Evaluation A While the class is watching the videos of their classmates, the teacher is taking notes on
the 3 factual items that they have included in their broadcast. The teacher will also go around looking at the KWL charts for any questions missed
during lecture. Evaluation B
What were the strengths and weakness of the lesson? If it were to be retaught, what could be changed? Were the students able to meet the objective? Were the students needs met?
Day Four:Thunderstorms Purpose
The purpose of this lesson is to give students information on the storm type of thunderstorms as it relates to unit on weather. . It is important for students to complete the activities in this lesson because they will be assessed on their knowledge of tornadoes at the end of the unit in the form of a collective project of all three storm types. They will be able to compare and contrast tornadoes to hurricanes and thunderstorms.
Science SOL 4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include a) weather phenomena; b) weather measurements and meteorological tools; and c) use of weather measurements and weather phenomena to make weather predictions.
World Geography SOL WG.2 The student will analyze how selected physical and ecological processes shape the Earth’s surface by a) identifying regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; c) explaining how technology affects one’s ability to modify the environment and adapt to it. Objective
The student will be able to complete a chart stating at least six facts about thunderstorms and name what characteristics separate this storm type from others.
Procedure Introduction
The teacher will tell the students that today they will be going over the last storm part in their 3 part storm series. With today being thunderstorms, the teacher will write on the board K, W, and L in three different columns in creating a Know, What to Know, and Learned chart. (visual)
The teacher will go through the first two columns with the students using the answers students give by raising their hand during the class discussion. The ‘learned’ column will be left blank, and will be revisited during the summary. (The teacher will leave the KWL chart on the board)
Development 1. The teacher will introduce information about thunderstorms by playing a video:
http://youtu.be/KJS2KqhFHpw 2. After watching the video, the teacher will then pass out the brown paper lunch bags,
giving each individual student one. 3. The teacher will model to the students how to make thunder with their bag by following
these steps as the students watch: Blow into the brown paper lunch bag and fill it up with air. Twist the open end and close with your hand.
Quickly hit the bag with your free hand The students will then use the bags to make thunder following the teacher examples. This is an individual activity. The teacher will give the student about 5 minutes to experiment with the bag in making thunder. (kinesthetic)
4. The class will them come back as a class to discuss the how they felt about the thunder activity. Did they feel they were able to make thunder?
For strugglers: The teacher can assist with student making the thunder sounds with the bag or have students act out things they hear or demonstrate what they may see during a thunderstorm.
For advanced: The teacher can suggest different ways for the student to create thunder; whether that be hitting the bag a different way, using more or less air. Have the student analyze the effects of changing those two variables.
Summary The student will then pull out their interactive journals and record what they have
learned about thunderstorms. Give students 510 minutes to complete. Then the teacher will have the class reconvene together. The ‘learned’ part of the KWL
chart that is still listed on the board will be filled out by students sharing what hey wrote in their interactive notebook.
Materials
Brown paper lunch bags Interactive notebooks Pencils Smartboard/Computer (some device to play video on)
Evaluation A
Were the students able to fill out the ‘Want to Know’ part of the KWL chart based on prior knowledge?
Were the students able to go into detail what they learned about thunderstorms? (Based upon the video and paper bag activity)
Evaluation B
What were the strengths of the lesson? What were the weaknesses? How would you change the lesson if you could teach it again?
Day Five: Gallery Walk Purpose
The purpose of this lesson is to serve as a visual demonstration in putting all three of the learned storm types together. The students will be able to use this lesson as a review, being that by this last lesson of the unit they will now be able to compare and contrast information on all three storm types.
Science SOL 4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include a) weather phenomena; b) weather measurements and meteorological tools; and c) use of weather measurements and weather phenomena to make weather predictions.
Fine Arts SOL 4.17 The student will compare and contrast abstract, representational, and nonrepresentational works of art. Objective
The students will be able to complete a venn diagram comparing and contrasting the three storm types by giving at least four descriptive answers under each category.
Procedure Introduction
The teacher will explain to the students how to day they will be going all three of the different storms types. Already set up around the class will be picture clippings from natural geographic magazine posted all around the classroom.
There will be four clippings of each storm type. (visual) Tornadoes:
Hurricanes:
Thunderstorms:
Development
1. The student will walk around the class observing all the pictures, taking notes mentally or jotting down what similarities and differences they see in the pictures depicting the storm types.
2. After looking at all the pictures and analyzing them, they will compare and contrast the three charts on a venn diagram based on how they are represented in the photos. The diagram will be pasted into the interactive notebook.
Summary
Each photo will be reviewed as a class, giving the students the opportunity to share what they observed in what was similar and different in all of the pictures. The class can also talk about which pictures they liked the most. (auditory)
Materials
Venn diagram 12 photos for gallery walk (3 for each storm type) Interactive notebook
Evaluation A
Did the students meet the objective? Was the amount of information listed on the venn diagram enough to gauge whether
they grasped the concept? Where all the students needs met?
Evaluation B
What were the strengths of the lesson? What were the weaknesses? How would you change the lesson if you could teach it again?
Assessment: Project
The students will be given the project of presenting to the class a synopsis of how the three types of storms have occurred in three different parts of the globe. The students will be put into groups of 34 depending on class size. Each group will chose a different country to present the different storms. The students will use computers to research in what areas of the globe have major storms of the three types have occurred. The students will present their findings using a trifold or poster board. They can
draw pictures print and paste pictures from offline write summaries, bullet points
They can uses these options to help with their oral presentation in addressing these points: What made this area susceptible for the storm to occur? What was the weather before the storm happened? What happened during the storm? Discuss whether the area is likely to get a lot of the particular storm or is it a rarity? (Ex. hurricanes are known to happen in Florida at a higher rate than Virginia, even though both areas experience hurricanes)
Resources KWL Chart Education World
http://www.educationworld.com/tools_templates/kwl_nov2002.doc Tornadoes by Seymour Simon Review Game was borrowed http://www.quia.com/rr/307844.html Cloud activity borrowed
http://ideasbyjivey.blogspot.com/2013/09/clouddancementortext.html Research links http://www.weatherwizkids.com/
http://urbanext.illinois.edu/treehouse/rockweather.cfm?Slide=1 The DLW chart was an idea taken from TEDU 389 as a learning method Pictures from for the gallery walk ,interactive notebook, and compare and contrast came
from Google The Thunder activity was borrowed from http://kidsahead.com/external/activity/245
