KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate: Cooperating Teacher: Group Size:

Ms. Steinmann

Date: Coop. Initials 2

Whole Class (24) Allotted Time 60 minutes Grade Level

Subject or Topic: ___Weather (Extreme Weather)

Section

STANDARD: S3.B.3.2.2: Describe how changes in the environment (e.g., fire, flood) can affect an ecosystem. I. Performance Objectives (Learning Outcomes): A. The students will describe how changes in the environment can affect the ecosystem by responding in class and the teacher marking them off on a checklist for it.

II. Instructional Materials A. Water Cycle Closure PowerPoint B. Extreme Weather PowerPoint C. Guided notes D. Class list for check list E. 2- liter soda bottles (empty) F. PVC pipe G. Sand paper H. Water I. Food dye J. Computer with internet access and YouTube access

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) A. Prerequisite skills How to follow directions 1. To keep self and other safe How to be respectful listeners and speakers The meaning of severe or extreme B. Key vocabulary

 Flooding- is a type of extreme weather. Flooding happens when there is heavy rainfall in a short amount of time and water overflows its natural or artificial banks onto land that is usually dry. Lightning- is a type of extreme weather seen during thunderstorms. Thunderstorms include rain, clouds, lightning, thunder, and wind. Each lightning bolt can contain up to one billion volts of electricity Tornadoes- are a type of extreme weather. They are vertical funnels of rapidly spinning air. Tornadoes include clouds, strong wind, rain, and sometimes hail. They move at speeds of about 16 to 32 kilometers per hour (10 to 20 miles per hour), and their winds can top 402 kilometers per hour (250 miles per hour). Hail- is a type of extreme weather. Hail storms can happen when it is warm or cold. Pieces of ice fall from clouds like rain Hurricanes- or cyclones, are a type of extreme weather. Hurricanes are giant, spiraling tropical storms. They include strong winds of over 257 kilometers per hour (160 miles per hour). They also include heavy rains and can drop more than 9 trillion liters (2.4 trillion gallons) of rain a day. Dust storms- are a type of extreme weather. Dust storms happen when very strong winds carry clouds of dust across an area. Blizzards- are a type of extreme weather. They include heavy snow over a long period of time, ice, and freezing temperatures. Ice storms- are a type of extreme weather. During ice storms, falling rain freezes as it lands C. Big Ideas Different major weather events. How weather can affect the environment D. Content Different severe/ extreme weather How extreme weather can affect the environment

IV. Implementation A. Introduction Review the Measurement closure PowerPoint from yesterdays closure. Have students give answers on what they think the picture is and then give the answers. After giving the students the answers to the three pictures ask them what they think the topic for today is. (If students are having difficulty guessing then give them hints.)

B. Development Once the topic of extreme weather is guess the teacher will introduce the book Cloudy with a Chance of Meatballs by Judi Barrett. 1. http://www.teachertube.com/viewVideo.php?video_id=126240

2. Have the student think about a. The different types of weather in the book? b. What are some of the extreme weather in the book? c. What happened to the people in the book when were hit by the big storms? i. Hurricane ii. Tornado iii. Flood iv. Salt and pepper wind- sand storm d. What happened to the town after the major storms? After the story is done talk over the questions above. Once the students talk over the questions have them go back to their desk and get ready to fill out their guided notes. The teacher will guide the students through the Extreme Weather PowerPoint and answer any questions that they may have on the guided notes. After going over the guided notes, and answering any questions the students have the teacher will set up the tornado inquiry on the tables. Ask how these types of weather can affect the environment, and gather answers on the check list. The teacher will tell the students the items that are provided and tell them that they are materials to make a sample of the one of the extreme weathers that we learned about today. If students are having trouble the teacher can give hints on which weather she wants (Tornado). 1. It spins a lot 2. It has to do with wind 3. There is an eye in the center of it 4. There is an alley on the middle of the United States called by it. Once the students figure out which weather they are making the teacher can help start the students on the inquiry. The teacher can then guide the students in the making of the tornado in a bottle. 1. Put water in the bottle about of the way full. 2. Add 4-5 drops of food coloring to the bottle of water. 3. Fit the PVC piping in to the neck of the bottle nice and snuggly 4. Then fit the other side on the top without crushing the empty bottle. a. If you need help here is a YouTube link http://www.youtube.com/watch?v=SuQs5Z_WAVE Once everyones is secure and safe to swirl ask the students what they think they need to do to make a tornado in the bottle happen. Have the students test their hypothesizes Eventually lead them to the correct answer of swirling the bottle.

 Have the students are testing multiple theories have them fill out the worksheet provided. (attached) Gather back up as a class and discuss what they tried out. Have them explain why or why not they think something did or did not work. Ask them how this type of weather could affect the environment.

C. Closure For the closure the teacher will put on the YouTube clip 2nd Grade Weather Song Video (link below). Have the children mentally note things that they recognize in the clip. After watching it have the students state what they recognized. You can play it again to help students pick up on more if need be. 1. http://www.youtube.com/watch?v=X9R-AlIWqpU

D. Accommodations/Differentiation For any student having difficulty with the concept of extreme weather I will have an after school review and go back over the information about, and answer any questions that these students still have. If they are still having difficulty I will pair them with a student that really understands the information for a peer teacher. For Johnny, a visually impaired student in the class, I will make sure that I verbalize everything that he needs to know from the PowerPoint, and verbalize the tornado experiment to him. If it is a matter of color contrast I would let him use a different food coloring to gain a better contrast and be able to see the spinning or the water in the bottle. E. Assessment/Evaluation Plan 1. Formative a. Check sheet as students describe how changes in the environment can affect the ecosystem 2. Summative a. Since this is the last lesson in the unit the unit test will be given the next class day. (Test and answer sheet attached)

V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught) Remediation Plan B. Personal Reflection Do the students know more about extreme weather now than before? 1.

What can I do to improve this lesson? 1.

Did the students learn about weather throughout this unit? What else could I have included in the unit? 1.

VI. Resources A. Pictures in the PowerPoint 2nd Grade Weather Song Video (n.d.). In YouTube . Retrieved April 10, 2014, from http://www.youtube.com/watch?v=X9R-AlIWqpU Cloudy with a Chance of Meatballs (n.d.). In TeacherTube. Retrieved April 9, 2014, from http://www.teachertube.com/viewVideo.php?video_id=126240 Extreme Weather on Our Planet (n.d.). In National Geographic. Retrieved April 10, 2014, from http://education.nationalgeographic.com/education/activity/extremeweather-on-our-planet/?ar_a=1 Images (n.d.). In Google . Retrieved April 10, 2014, from https://www.google.com/search?q=extreme+weather+photos&client =firefox-a&hs=wCW&rls=org.mozilla:enUS:official&channel=fflb&tbm=isch&tbo=u&source=univ&sa=X& ei=gpRNU7uSEIqU0AGAxYG4Aw&ved=0CCcQsAQ&biw=14