Storm Troopers

ISTC 667

Lisa-Dai Keen Venker

1

Storm Troopers

Class Make-Up

Grade 8 Science

First unit of the year.

Class Make-up (25 students)

5 IEP’s - chunking, reading-then question after each paragraph, example modeling of

reading and question answers, repetitive directions, reminders to stay on task, graphic

organizers for information, questions offered in multiply forms, completed graphic

organizers for corrected information, teacher should circulate to include close proximity

to students, close proximity to helpful peers, instructional assistant, word banks,

handouts to be viewed using a projection system and Interwrite tablets, preferential

seating, use of manipulative through computer animation, pictures/videos via computer

animation and preselected video, visual cues, modeling

3 ADHD – same as above, water/bathroom break when needed, close proximity to

teacher, reminder checks by teacher,

1 Autistic – same as above, time out when needed, quiet place in room, extra large space

to work , preferential seating to needs

1 Hearing Impaired – preferential seating, microphone with receiving headphone set

Girls to boys ratio - close to even

3 ELL (2 Spanish, 1 Urdu ) – graphic organizers, completed graphic organizers for

corrected information, repetitive directions, close proximity to teacher, reminders from

teachers, word banks

61% FARMS

6 African American (4 boys 2 girls)

2

Baltimore County Public Schools Unifying Unit Scenario

The indicators and objectives have been integrated into one unifying unit that is focused around

the scenario provided. Students should be presented with the scenario at the beginning of the

unit. In addition, students will maintain a journal, “Forecaster’s Forum,” for the unit in order to

collect and organize information that will be needed to complete the project presented in the

scenario. A rubric has been provided and should be shared with students after introducing the

scenario.

Prior Science Knowledge

Prior to this lesson, students have been taught and have learned about climate, the air in the

atmosphere, heating and cooling of molecules, conduction, convection and radiation of earth.

Also, information on the moon’s cycles, seasons on Earth, Earth’s tides, Earth’s wind, and the

water cycle.

Prior Technology Knowledge

Prior to this lesson students should have basic keyboarding and internet use skills.

OBJECTIVES:

Maryland Voluntary State Curriculum for science.

Content Standard 3.0 Life Science: The students will use scientific skills and

processes to explain the chemical and physical interactions (i.e. natural forces and

cycles, transfer of energy) of the environment, Earth, and the universe that occur over

time.

E. Interactions of Hydrosphere and Atmosphere #3: Identify and describe the

3

atmospheric and hydrospheric conditions related to weather systems.

Objectives a. Identify and describe weather patterns associated with high and low

pressure systems and frontal systems.

AASL

Information Seeking Strategy

AASL Standards

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity,

appropriateness for needs, importance, and social and cultural context.

National Educational Technology Standards

3c evaluate and select information sources and digital tools based on the appropriateness for

specific tasks.

Use of Information

AASL Standards

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions,

main and supporting ideas, conflicting information, and point of view or bias.

2.1.1 Apply critical-thinking skills (analysis, synthesis, evaluation, organization) to information

and knowledge.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

National Educational Technology Standards

4c collect and analyze data to identify solutions and/or make informed decisions.

4

5a advocate and practice safe, legal, and responsible use of information and technology.

Synthesis

AASL Standards

2.1.4 Use technology and other information tools to analyze and organize information.

3.1.4 Use technology and other information tools to organize and display knowledge and

understanding in ways that others can view, use, and assess.

National Educational Technology Standards

2a interact, collaborate, and publish with peers, experts or others employing a variety of digital

environments and media.

2b communicate information and ideas effectively to multiple audiences using a variety of

media and formats.

Objective: Students will examine characteristics of thunderstorms and tornadoes in order to

describe the conditions necessary for their formation.

Gained Science Knowledge

After this lesson students will identify and describe the atmospheric and hydrosphere conditions

related to weather systems. 

Gained Technology Knowledge

After this lesson students will have gained technological knowledge on how to use an interactive

website and complete activities related to those. 

5

Pebble:

Given a city’s location, students will describe how air pressure, topography, heat energy, and

large bodies of water affect the formation of thunderstorms, tornadoes, and hurricanes.

Technology Integration

Online reading webpage

Interactive webpage

Materials Needed

Computer

Projection system

Audio system

Internet Access

Student’s handout

Prentice Hall: Science Explorer, Weather and Climate (pages 83-88)

Computer Lab with Internet access for day two.

Lesson using 5E’s

DAY 1

Engagement

Students will view video clips of thunderstorms and tornadoes in order to predict what

6

atmospheric ingredients are needed to create a storm. Students will complete a graphic organizer

to help organize their ideas. (See attached handout) Correct information will also be given after

a discussion. Multiple videos are available from the links below.

http://stormvideo.com/

www.extremestorms.com

www.vastormphoto.com

Exploration

Pre-Assessment: Students will be given before reading assessment about storms that allow them

to agree or disagree with the statement given. Together students and I will go over the answers

and I will pole the number of students who answer agree/disagree to each question to judge their

current understanding and knowledge of storms.

Next, students will read from Prentice Hall Explorer: Weather and Climate, a short passage

about the formation of storms and reassess their answers to the questions justifying how they

found the correct answers on their handout. I will also ask that they indicate the page and

paragraph they gained the information from. Together we will go through and answers these

questions to identify what information should have been found.

Finally, students will complete an organizer to help them map out the progress of storms using a

tornado animation web site provided by the teacher.

http://www.msnbc.com/modules/tornado/default.asp

7

Post-Assessment: Students will complete the analysis section from their handout which asks

them to assess why the area known as “Tornado Alley” is named that. This will assess whether

they understand the conditions and geological formation to create tornadoes. They will also

complete question two, which has students analyze a weather report and analyze if a tornado is

actually occurring based upon the information given.

Day 2

Explanation

Students will be invited to a computer lab to work on and discover more information about

storms. Using this website, students will work through the different pages provided and answer

questions pertaining to each page. Below is the link for the website.

http://whyfiles.org/013tornado/

Pre-Assessment: Students will discuss with teachers the questions about tornadoes. Some

information should be gained from yesterdays reading and additional answers will be answered

with today’s discovery. (See attached handout)

Students will now go to the website and at their own pace complete the associated hand out as it

corresponds to each page of the website.

Post Assessment: A tornado quiz is included in the website. Students will need to return a

grade to teacher once they have completed the online quiz. On their handout is a space to record

their grade. Link is below.

http://whyfiles.org/teachers/013tornado/index.php?g=2.txt

8

1. Where are tornadoes most intense?

a) India

b) the United States of America

c) Saudi Arabia

d) Bangladesh

2. Which state is NOT in Tornado Alley?

a) South Carolina

b) Kansas

c) Iowa

d) Oklahoma

3. How is the approximate width of a tornado measured?

a) With a tape measure

b) Using Global Positioning System (GPS) technology

c) By measuring the width of the damage left in the path of the tornado

d) Using photographs of the tornado and mathematical triangulation procedures

4. A tornado with the _________ would be most powerful.

9

a) Largest pressure difference between inside and outside of funnel

b) smallest pressure difference between inside and outside of funnel

c) Largest diameter

d) smallest diameter

5. What does the word shear refer to in the context of tornadoes?

a) A wind powerful enough to shear the roof off of a house

b) Multiple layers of wind moving in different directions and speeds, one on top of the other

c) The way a light wind can feel similar to stepping through a sheer material

d) A wind powerful enough to shear leaves from tree branches

6. True of false? The energy that fuels a raging tornado is derived from warm, moist air.

a) True

b) False

Extension

Students will then be required to complete Forecaster Forum number ten, which is part of a

journaling activity that students complete through out the unit.

10

Forecaster’s Forum #10: Storms such as hurricanes and tornadoes are known for their strong

winds. Write a statement that you could use in your audition tape that explains the cause of these

strong winds.

An additional activity could include a safety plan that students create for their family. In doing

this they would make sure they have appropriate materials and a safety evacuation.

Another great activity is the interactive website by National Geographic that allows students to

create their own storms using the following link.

http://environment.nationalgeographic.com/environment/natural-disasters/forces-of-

nature.html

Students should visit lab, map, and case study pagers in addition to the six found on this site.

Evaluation

Day 1 Post-Assessment: Students will complete the analysis section from their handout which

asks them to assess why the area known as “Tornado Alley”. This will assess whether they

understand the conditions and geological formation to create tornadoes. They will also complete

question two which has students analyze a weather report and analyze if a tornado is occurring

based upon that information.

Day 2 Post Assessment: A tornado quiz included is included in the website. Students will need

to return a grade to teacher once they have completed the online quiz. A grade area is available

on their handout. The website quiz is below.

11

http://whyfiles.org/teachers/013tornado/index.php?g=2.txt

Final Assessments:

Weather Watchers Take One-students will create a multi day forecast for their final their

assigned city and Baltimore. In their assigned city groups students will create a report that will

be video taped. All information required of assignment and rubric is attached to this document.

Final Test-Students will also complete a final benchmark for this unit which includes 25 multiple

choices and two, three-point brief constructed response questions.

12

STORM TROOPERS Page_________After a quick flash of light, you brace yourself for the boom of the thunder. Another thunderstorm seems to have

moved over your area. “Hurry up and get off that computer!” your mom yells up to you. You quickly print out the latest email you’ve received from Stormin’ Stan, and shut down the computer before the next flash of lightning.

Objective: Students will examine characteristics of thunderstorms and tornadoes in order to describe the conditions necessary for their formation.

Activity 11. Observe the pictures and video footage of various storms provided by your teacher.2. Predict the atmospheric ingredients necessary for thunderstorms to occur. Record you response in Chart 1, “Recipe

for a Thunderstorm.”Chart 1: Recipe for a Thunderstorm

Predicted Atmospheric Ingredients Actual Atmospheric Ingredients

Activity 2 So, now that you have observed some pictures and videos of real-life storms, it is time to read about the

conditions necessary for storms to form.

From: StorminStan@teentv.comTo: Weatherwatcherwannabes@school.netSubject: Stormy Weather

Hey weather watcher! I’m away from my desk, right now. I decided to head out to Tornado Alley and check out the weather. Wow, those clouds outside are looking pretty dark. I bet a storms coming this way. Hmm… now there’s something you probably haven’t researched – STORMS! In this investigation, you will uncover the mystery of storms and determine just what it takes for them to form.As always, this is Stormin’ Stan the Weather Man asking, “Do you have what it takes to be a star?”

13

3. Read each statement below. If you think the statement is true, place a “” in the Before Reading Agree column. If you think the statement is false, place a “” in the Before Reading Disagree column.

Before Reading After Reading

Agree Disagree Agree Disagree______ ______ A. A storm is violent disturbance in the atmosphere. ______ ______Justification from text: ___________________________________________________________________________

_____________________________________________________________________________________________

______ ______ B. Storms occur when air pressure is stable and unchanging. ______ ______Justification from text:______________________________________________________________________________________________________________________________________________________________________________ ______ C. Thunderstorms form when warm air is pushed downward at a warm front. ______

______Justification from text:_____________________________________________________________________________________________

______ ______ D. Thunderstorms and tornadoes are formed in the same type of clouds. ____________

Justification from text:__________________________________________________________________________________________________________________________________________________________________________________________

Before Reading After Reading

Agree Disagree Agree Disagree______ ______ E. A tornado is more likely to form when a cold, dry air mass from the Gulf ______

______of Mexico meets a warm, moist air mass from Canada.

14

Justification from text:__________________________________________________________________________________________________________________________________________________________________________________________

______ ______ F. Thunderstorms are more likely to occur in spring and summer during the ____________

early morning when the ground is cooler.Justification from text:__________________________________________________________________________________________________________________________________________________________________________________________

Activity 34. Read pages 83-88 in Prentice Hall: Science Explorer, Weather and Climate to gather information about the

formation of thunderstorms and tornadoes.5. Refer to the predictions you made in the Before Reading Column in Activity 2. Based on what you have read,

determine if your predictions were correct or incorrect. If you now believe the statement is true, place a “” in the After Reading Agree column. If you now believe the statement is false, place a “” in the After Reading Disagree column. Justify your choices with support from the text.

6. Review the prediction you made in Activity 1 regarding the atmospheric conditions necessary for the formation of a thunderstorm. Complete the “actual” box based on the information you gathered in the reading.

CLASS DISCUSSION --Observe the animation describing the formation of a tornado. Complete the sequence chain to describe the conditions that occur which may lead to the development of a tornado. http://www.msnbc.com/modules/tornado/default.asp _________________ at the surface blow one

____________________; _________________ higher up blow the ______________________ direction.

The difference creates a _________________________ , ____________________ mass of air

_________________ air from the surface _______________

As it ____________, the water vapor ___________________ to form __________________

15

Analysis

As you review the email, you realize that Stormin’ Stan mentioned that he was currently in Tornado Alley. A quick search of the Internet, provides you with the following information on Tornado Alley.

The American Meteorology Society's Glossary of Weather and Climate defines Tornado Alley as: "The area of the United States in which tornadoes are most frequent. It encompasses the great lowland areas of the Mississippi, the Ohio, and lower Missouri River Valleys. Although no state is entirely free of tornadoes, they are most frequent in the Plains area between the Rocky Mountains and Appalachians."

Depending on the time of year, the southern and northern borders of

Tornado Alley extend from about central Texas to Nebraska and

Iowa. This region is where tornadoes spin up most frequently and

_________________ at the surface blow one ____________________; _________________ higher up blow the ______________________ direction.

The difference creates a _________________________ , ____________________ mass of air

_________________ air from the surface _______________

As it ____________, the water vapor ___________________ to form __________________

16

1. Explain why tornadoes would be more likely to form in the area known as “Tornado Alley.” Use information from the investigation to support your response. ____________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________

Stan is sending you audio Oklahoma City where he is on location with a group of local storm chasers.

The American Meteorology Society's Glossary of Weather and Climate defines Tornado Alley as: "The area of the United States in which tornadoes are most frequent. It encompasses the great lowland areas of the Mississippi, the Ohio, and lower Missouri River Valleys. Although no state is entirely free of tornadoes, they are most frequent in the Plains area between the Rocky Mountains and Appalachians."

Depending on the time of year, the southern and northern borders of

Tornado Alley extend from about central Texas to Nebraska and

Iowa. This region is where tornadoes spin up most frequently and

“Hey Weather Watcher. You should be here! Wow, this afternoon heat and humidity is overwhelming! Summer sure is hot here!

There are large cumulonimbus clouds overhead. The sky is getting dark and the winds appear to be picking up. Wheww…

look out! Oh my….”

17

Stan’s audio message suddenly drops out. “Oh, no!” you shout to no one in particular. “I wonder what happened to Stan. I hope he’s not in trouble.”

Determine if the weather conditions described in Stan’s audio message are favorable for the formation of a tornado. Use information from the audio message and the investigation to support your response.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Storm Troopers Day 2Objective: Students will examine characteristics of thunderstorms and tornadoes in order to describe the conditions necessary for their formation.

Answer the following questions using information gained from yesterday’s lesson. Be ready to share with the class.

Question Possible AnswersTornadoes are capable of serious destruction. What

gets them twisting?

Forecaster’s Forum: Determine if either of the cities that you selected for your audition tape are located in Tornado Alley. Research the likelihood of a tornado occurring in either of your cities.

18

Where do they get their energy?

How can we protect ourselves when a tornado is

approaching?

MORE on TORNADOESSo now that you remember some information let’s learn more about tornadoes and how they affect Earth.Use this web link provided to start your search http://whyfiles.org/013tornado/

Page 11. Tornado Alley is ________________________?

2. What causes a tornadoes unique activity? ________________________________________________________

__________________________________________________________________________________________3. List some of the ingredients needed for a tornado.

4. Is there anything in particular to keep tornadoes moving? ______________________________________________________________________________________________________________________________________

19

Page 25. Under which conditions can you create an F-0 tornado? __________________________________________________________________________________________________________________________________________________

6. What damage occurs in an F-0?

6. The F stands for __________________.

7. What conditions could possibly create an F-5? _________________________________________________________________________________________________________________________________________________________

8. what damage occurs in an F-5?

Page 39. The ultimate source of energy that drives a tornado is called the ____________________.

Page 4 10. What is the difference between a Tornado Watch and a Tornado Warning?

Tornado Watch Tornado Warning

20

11. Where is a safe location during a Tornado Warning?

12. Where could you go in case of a tornado? ___________________________________

13. Mobile homes usually are destroyed by tornadoes because… _____________________________________________

__________________________________________________________________________________________

Post Assessment: A tornado quiz is included in website. Use this link to complete the quiz. Once you have finished you’re your score and give it to your teacher. No cheating! http://whyfiles.org/teachers/013tornado/index.php?g=2.txt ____________ / 6

21

WEATHER WATCHERS, TAKE ONE Page ___________Wow, this unit has been really informative! With the help of Stormin’ Stan and the others, you have managed to collect a ton of information on Earth’s hydrosphere and atmosphere. Now it’s time to strut your stuff! In this investigation, you will organize the weather data collected for your city and

Baltimore in order to present a weather forecast for your class.Objective Students will interpret weather pattern data in order to forecast weather in selected areas of the United States.

Procedures Activity 1: Analyzing the Weather Data1. Review all Weather Watchers Data Sheets for your city 2. Meet with your group as directed by your teacher.3. Examine the temperature, pressure, and precipitation data for your city over the past

ten days. 4. Identify and describe any patterns you notice in the temperature, pressure, and

precipitation data in your city over the past ten days. Use evidence from the weather data to support your response.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Determine whether your collected weather data supports what you have learned about the relationships amongst temperature, pressure, and precipitation.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 3: The TaskNow that everyone is aware of their role in the broadcast, it is important to understand the forecast requirements. 1. Written Weather Report Each group must write a written weather report for their given city to be turned in to

your TV producer, your teacher. The written weather report should include: names of the group members if not being done on own. name of assigned city forecast for tomorrow’s weather in the given city five-day projected weather forecast for the given city rationale for

weather forecast based on understanding of weather patterns in the United States.

2. Weather BroadcastEach group must present a brief weather (3 -5 minute) broadcast for their given city and Baltimore. The broadcast should include:forecast for tomorrow’s weather in the given city

22

LEVEL OF UNDERSTANDING

USE OF ACCURATE SCIENTIFIC

TERMINOLOGY

USE OF SUPPORTING

DETAILSSYNTHESIS OF INFORMATION

4

The student has a FULL and

COMPLETE UNDERSTANDING of

the question or problem.

The use of accurate scientific terminology

enhances the response.

Pertinent and complete details demonstrate an

integration of ideas.

The response reflects a complete synthesis

of information.

3

The student has a GOOD

UNDERSTANDING of the question or

problem.

The use of accurate scientific terminology

strengthens the response.

The supporting details are generally

complete.

The response reflects some synthesis of

information.

2

The student has a BASIC

UNDERSTANDING of the question or

problem.

The use of accurate scientific terminology may be present in the

response.

The supporting details are adequate.

The response reflects little or no synthesis

of information.

1

The student has SOME

UNDERSTANDING of the question or

problem.

The use of accurate scientific terminology is not present in the

response.

The supporting details are only minimally

effective.The response does

not address the question.

0

The student has NO UNDERSTANDING of

the question or problem. The

response is completely incorrect

or irrelevant

N/A N/A N/A

five-day projected weather forecast for the given city rationale for weather forecast based on understanding of weather patterns in

United States.The following Rubric will be used to score your Weather Broadcast and Written Weather Report.

INTERACTIONS OF HYDROSPHERE & ATMOSPHERE SCORING RUBRIC FOR WEATHER BROADCAST AND REPORT

23