BeckyWeir

ELEM521
Dr.Madden
November25,2014
SevereWeatherMiniUnit
Day1:SevereWeather
LessonEssentialQuestion:Whatissevereweather?
Standards:MSESS32.Analyseandinterpretdataonnaturalhazardstoforecastfuture
catastrophiceventsandinformthedevelopmentoftechnologiestomitigatetheireffects.
LearningObjectivesandAssessments:
Objectives

Assessments

Studentswillbeabletoexplain
whatsevereweatheris,including
specificstorms(thunderstormsand
tornadoes).

Studentswillobserveapowerpointandfillinthe
missinginformationintheirsevereweatherpackets.

Studentswillbeabletoindicate
environmentalfactorsneededto
createdifferentformsofsevere
weather.

Studentswillcompletediagramsthatdisplaythe
formationsofeachtypeofsevereweather.Students
willbeengagedintheformationofdifferenttypesof
stormsthroughclassroomexperiments.

Materials:
http://teacher.scholastic.com/activities/wwatch/severe.htm
Presentationforstudents
Thunderstorms
BlueIcecubes
Container
Warmwater
Fooddye(blueandred)
Lightning
2styrofoamplates
aluminumtin
pencil
thumbtack
woolsock
Tape
AssortedChildrensLiterature
PriorKnowledge:Studentshaveknowledgeofthewatercycleandotherbasicrelated
informationaboutweather(wind,rain,clouds,etc.).

Hook/Engage:Theteacherwillholdupavarietyofweatherbooks.Theteacherwillaskthe
studentswhatallthebookshaveincommon.Theteacherwilldiscusswhatweatherthestudents
havealreadyreviewed,andtheteacherwilltalkaboutwhatothertypesofweathertheycanthink
of.
InstructionalPlanning:
Timetable&Transitions
1. (0:5:000:35:00)ThetermSEVEREWEATHERwillbebroughtuptothestudents.The
teacherwillaskthestudentstotakeamomenttothinkaboutwhattheymightdefine
severeweatheras.TheteacherwillintroducethepowerpointanddefineSEVERE
WEATHER.Thepowerpointwillcontinuetoexplainmorespecificexamplesofsevere
weather.
a. Theteacherwillthenaskthestudentsiftheycanthinkofanytypesofweather
thatcanfallunderthisdefinition.Afterafewstudentssharetheirthoughtsthe
teacherwillexplaintothestudentsthatthunderstorms(winterstorm),tornadoes,
andhurricanesareexamplesofsevereweather.Theteacherwillthendiscusseach
ofthesetypesofsevereweatherusingapowerpoint.
b. Thentheteacherwillintroducethethreemaintypesofsevereweatherthatwill
bediscussed:THUNDERSTORMS,TORNADOES,andHURRICANES.
2. Theteacherwillbeginwiththunderstorms.Theteacherwillexplainwhatathunderstorm
is,andhowthelightninginvolvedisformed.Theteacherwillthencontinuetoexplain
howathunderstormisformed,andsomeshortfactsaboutthunderstorms.
a. Thestudentswillviewapieceofavideoclipthatdisplaysathunderstormwith
lightning.
3. Theteacherwillmoveontotornadoes.Theteacherwillmentionthatthunderstormsmay
aidinthecreationofatornado.Theteacherwillexplainwhatatornadois,andhowthey
areformed.
a. Thentherewillbeanothervideoclipthatthestudentswillviewforaminuteor
twothatshowsatornadoinaction.
4. Theteacherwillthenaskthestudentstoparticipateinademonstration.
a. Theteacherwillshowasimpleexperimenttoexplainhowcold(blue)andwarm
(red)frontscollidetocreateathunderstorm(purple).
i. Theteacherwillexplainhowtheredwaterrisesbecauseitiswarmand
thebluewatersinksbecauseitiscold.Thisisanexampleofconvection:
thecoldair(water)pushesthewarmair(waterup),andthisishowthe
thunderstormisformed.
b. Theteacherwillperformanexperimenttoshowlightning.(Theteacherwillruba
woolsockonthestyrofoamplate,andonceithasbeenchargedtheteacherwill
putitincontactaluminumdishtocreateazapsimilartolightning.)
Differentiation
i. Theteacherwilltakeasideasmallgroupthatishavingdifficultywiththe
materialorincludeaclassdiscussionaboutfrequentquestionsthe
students.
ii. EarlyfinisherswillbeaskedtotakeouttheirDEARbooksandread.

c. Questions
i. Whatissevereweather?
ii. Whataredifferenttypesofstormsthatoccur?
iii. Whatisathunderstorm?
iv. Howisathunderstormformed?
v. Whatislightning?
vi. Whatisatornado?
vii. Howisatornadoformed?
ClassroomManagement:Studentswillbeexpectedtoobeyclassroomrules.Ifthestudents
haveanydifficultytheteacherwillreferbacktotheclassruleschart.Studentswillbereminded
thatbathroomuseisnotpermittedduringalesson..
Closure:Thelessonwillbeconcludedwithansweringanyquestionsthatthestudentshave
aboutthematerialcovered.Studentswillhandintheirweatherpacketssotheteachercancheck
theanswerssothattheyhavethecorrectmaterial.Studentswillbeassignedaworksheetfor
homeworkthattheywillberequiredtoputintheirassignmentpads.

StudentNotePacket
Name_________________________
Date_________________

SevereWeatherUnit
Whatissevereweather?
Severeweatherisanycharacteristicofweatherthatposes________
to____________,_____________________,orrequiresthe
interventionofauthorities.
Whatisathunderstorm?
A_________________________isastormwithlightningand
thunder.Itisproducedbya__________________________cloud,
usuallyproducinggustywinds,heavyrain,andsometimeshail.
Thunderstormsoccurallyearround.
Thunderstormsare___________becausetheyproducelightning.

Whatislightning?
Lightningisabrightflashof
________________producedfrom
a_______________.
Therearesmallpiecesofice
(frozenraindrop)onthe
thundercloud.Thesepiecesofice
movearoundand__________into

eachother.The_________________fromthepiecesoficecreatean
electriccharge.Thecloudfillsupwith____________________
chargesthat_____________totheelectricalchargefromthe
ground.Thechargesfromthecloudandgroundmeetzap!The
lightningstrikes!
Whatisneededtocreateathunderstorm?
________________cloudformationandrain
____________________relativelywarmairrisesrapidly
________________seabreezesandmountaininteraction
Thestagesofathunderstorm
____________________stageThisiswhenasmallercloudbegins
togrowintothethunderstorm._____________startincreasing
enoughforthecloudtogrowverticallyandtallerovertime.
__________________stageLightningandthunderoccursatthis
time.Thunderstormsareverytallinthisstage.
__________________stageDuringthisstagetheweatherisstill
damaging,butitcontinuestobreakdownandweaken.
Whatisatornado?
Atornadoisaviolently_______________columnofairextending
between,andincontactwith,a______________andthe
_________________oftheEarth.
Tornadoescanvaryin______________,length,widthand
__________________oftravel,and
speed.

 Tornadoescanoccurindividuallyorin__________________.
Whatisneededtocreateatornado?
Duringastorm,____________airand______________air
combineinasetpattern.Thecoldair_________andwarmairrises.
Thewarmaireventuallytwistsintoafunnelcloudthatisrelated
withtornadoes.
Whatisahurricane?
Ahurricaneisanintensetropicalweathersystemthathasa
welldefined_________________andsustainedwindsof______
milesperhour(mph)orhigher.
Howdohurricanesform?
Hurricanesformwhen_________
and______________aregathered
andtheycomeincontactwith
warmoceanwaters.
Water__________________from
thewaterandthemoisture
producesastorm.
Hurricanescanalsoformwhena_________patternoccursnearthe
__________________oftheoceanandspiralsinward,
Moreabouthurricanes
Indifferentpartsoftheworldtherearedifferentnamesfor
hurricanes.
Theterm________________isusedonlyfortheAtlanticand
NortheastPacific.

 Theterm________________isusedfortheNorthwest
Pacific.
Theterm________________isusedfortheSouthPacificand
IndianOcean.
Hurricanesaremeasuredby_____________.
Thecategoriesrangefrom1(weak)to5(strongest).

Day2:SevereWeather:TornadoInaBottle
LessonEssentialQuestion:Whataretheeffectsofsevereweatherontheenvironmentand
communities?
Standards:MSESS32.Analyseandinterpretdataonnaturalhazardstoforecastfuture
catastrophiceventsandinformthedevelopmentoftechnologiestomitigatetheireffects.
LearningObjectivesandAssessments:
Objectives

Assessments

Studentswillbeabletodescribe
environmentalfactorsareneededto
createdifferentformsofsevere
weather.

Studentswillcompletediagramsthatdisplaythe
formationsofeachtypeofsevereweather.Students
willbeengagedintheformationofdifferenttypesof
stormsthroughclassroomexperiments.

Studentswillbeabletocompare
andcontrasttornadoesand
hurricanes.

Studentswillfilladiagramwithinsmallgroupsabout
thesimilaritiesanddifferencesbetweentornadoes
andhurricanes.

Materials:
DemonstrationwiththeStudents
Tornado/HurricaneExperiment:(5groups)
10Plasticbottles
Water
Fooddye
Tape
AssortedChildrensLiterature
Tornado!byJonathanCurley
PriorKnowledge:Thestudentshaveknowledgeaboutweather,andsevereweather
(thunderstormsandtornadoes).
Hook/Engage:TheteacherwillintroducetheTornadoesinaBottleactivity.
InstructionalPlanning:
Timetable&Transitions
1. (0:05:000:10:00)Theteacherwillexplaintherelationshipbetweentheactualcreationof
atornadoandthetornadointhebottle.
2. (0:10:000:15:00)Theteacherwillbeginwithaquickreviewofthemateriallearned
yesterday.
a. Whatissevereweather?
b. Whattypesofsevereweatherdidwediscussyesterday?
c. Whatisthelasttypeofweatherweneedtolookinto?

3. (0:15:000:25:00)Theteacherwillcontinuetothefinalsevereweather,whichisa
hurricane.ThestudentswillcompletetheirSevereWeatherPacket.Theteacherwillshare
withthestudentswhatahurricaneis,andhowitisformed.
a. Theteacherwillsharesomeadditionalinformationabouthurricanes,suchasthe
namedifferencesindifferentregionsoftheworld.
4. (0:25:000:35:00)Anexperimentwillbeperformedbythestudents.Theywillfilltheir
bottleswiththecorrectamountofwaterandaddfooddyeastheywouldlike.Theteacher
willassistthestudentswhenputtingthetornadosystemtogether.Thetornadoeswillbe
displayedaroundtheclassroom.
5. (0:35:000:45:00)Thestudentswillhaveachoicebetweenanactivity.Theycaneither
partnerreadTornado!byJonathanCurleyortheycanworkintheirsmallgroupsto
completeavenndiagramabouthurricanesandtornadoes.Thestudentswillusetheir
weatherpacketstogetmoreinformationtocompletethevenndiagram.

Differentiation:Studentsthatarehavingdifficultywiththepacketwillbetakenandworkina
smallgroupwiththeteacher.Studentsthatarefinishedearlywillworkontheotheractivity,so
theywillhavehadatouchinbothoptions.Ifstudentsstillfinishearlytheywillbeabletoactas
teachersandhelpstudentsaroundtheroomwiththevenndiagramactivity.
Questions
a. Whatisahurricane?
b. Howisahurricaneformed?
c. Whatareothernamesforahurricaneindifferentpartsoftheworld?Whatisa
hurricane?
ClassroomManagement:Studentswillbeexpectedtoobeyclassroomrules.Ifthestudents
haveanydifficultytheteacherwillreferbacktotheclassruleschart.Studentswillbereminded
thatbathroomuseisnotpermittedduringalesson.Anystudentsthataretoorowdywillnotbe
abletoparticipateinthecreationofatornado/hurricane,butwillbetoldtoobserve.
Closure:Thelessonwillbeconcludedwithansweringanyquestionsthatthestudentshave
aboutthematerialcovered.Studentswillhandintheirweatherpacketssotheteachercancheck
theanswerssothattheyhavethecorrectmaterial.

Day3:MeteorologistResearchAroundtheGlobe
LessonEssentialQuestion:Howdoessevereweatheraffecttheenvironmentsaroundthe
world?

Standards:MSESS32.Analyseandinterpretdataonnaturalhazardstoforecastfuture
catastrophiceventsandinformthedevelopmentoftechnologiestomitigatetheireffects.
CCSS.ELALITERACY.RI.4.7Interpretinformationpresentedvisually,orally,orquantitatively
(e.g.,incharts,graphs,diagrams,timelines,animations,orinteractiveelementsonWebpages)
andexplainhowtheinformationcontributestoanunderstandingofthetextinwhichitappears.
CCSS.ELALITERACY.W.4.6Withsomeguidanceandsupportfromadults,usetechnology,
includingtheInternet,toproduceandpublishwritingaswellastointeractandcollaboratewith
othersdemonstratesufficientcommandofkeyboardingskillstotypeaminimumofonepagein
asinglesitting.
CCSS.ELALITERACY.W.4.7Conductshortresearchprojectsthatbuildknowledgethrough
investigationofdifferentaspectsofatopic.

LearningObjectivesandAssessments:
Objectives

Assessments

Studentswillbeabletoexplainthe
effectsofweatherondifferent
environmentsandcommunities,

Studentswillgatherinformationthatisimportantto
explaintheirtypeofweather.Studentswillbeableto
differentiatebetweenusefulandunuseful
information.

Studentswillbeabletousethe
Thestudentswilluseinformationgatheredfromthe
computerstoresearchandgather
internettoexplaintheeffectsofsevereweatheron
usefulinformationthatwillassistin theenvironmentanddifferentcommunities.
providingareporttotheclass.
Studentswillbeabletocooperate
withclassmatestocompleteatask
inatimelymanner.

Studentswillworkwithclassmatestofindaresearch
article,summarizethearticle,anddividethe
summarytopresenttotheclass.

Materials:
Computers
Sitesrecommendedforstudents(willbelistedontheboardforthestudents)
http://www.dogonews.com/
http://www.timeforkids.com/
http://www.ourlittleearth.com/
http://kids.nationalgeographic.com/
http://gogonews.com/
http://www.usgs.gov/

ExtremeWeatherPackets

 AssortedChildrensLiterature
PriorKnowledge:Thestudentshaveknowledgeaboutweather,andsevereweather.The
studentshavebeenintroducedtothesideeffectsofthesestorms,suchasflooding.

Hook/Engage:TheteacherwillshareareportaboutHurricaneSandytothestudents.The
studentswillobservetheimagesofthedamageleftbehindoverthedifferentstatesalongtheeast
coast.

InstructionalPlanning:
Timetable&Transitions
1. (0:5:000:10:00)Theteacherwillexplaintheresearchthatthestudentswillbe
completing.Studentswillreceivearubricofwhatwillbeexpectedfortheprojectand
presentation.Theteacherwillinformthestudentsthatthisworkwillbegradedsoitis
importanttoworkhardandfindgoodinformation.
2. (0:10:000:30:00)Thepurposeofthestudentsresearchwillbetofindcurrenteventsto
seehowtheworldhasbeenaffectedbydifferenttypesofweather.Therewillbe5groups
ofstudents.Eachgroupwillbeassignedatypeofweather.Thestudentswillhaveto
sharetheircurrenteventwiththeteachertogetapprovaltobegintheirreport.
a. Thestudentswillcreateasummaryoftheircurrentevent.Thestudentswillwrite
abouthowtheEarthisaffectedbysevereweather.
b. Studentsshouldpracticetheirpresentationprior.
3. (0:30:000:50:00)Thestudentswillsharetheircurrenteventwiththeclass.Studentswill
begradedontheirpresentationbasedonarubricgiventothegroupspriortobeginning
theresearch.

Differentiation
1. Theteacherwilltakeasideasmallgroupthatishavingdifficultywiththematerialor
includeaclassdiscussionaboutfrequentquestionsthestudents.
2. Thestudentsthatarefinishedearlywillbeaskedtoeditandrevisetheirworkbefore
presenting.
3. Thegroupsthatarefinishedearlycancontinuetheirpresentationtocreateadrawingor
graph/table(visual)tofurtherexplaintheirfindings.

Questions
1. Whataretheeffectsofsevereweatherontheenvironment?
2. Howaredifferentpartsoftheworldaffectedbysimilartypesofweather?(In
comparisonwiththeUSA).

ClassroomManagement:Studentswillbeexpectedtoobeyclassroomrules.Ifthestudents
haveanydifficultytheteacherwillreferbacktotheclassruleschart.Studentswillbereminded
thatbathroomuseisnotpermittedduringalesson.Studentswillbegivencopiesoftherubric
thatdisplayexpectationsforbehaviorwiththecomputersandwhileworkingingroups.

Closure:Thelessonwillbeconcludedwithansweringanyquestionsthatthestudentshave
aboutthematerial.Theteacherwillhavethestudentssubmittheirreportsandthestudentswill
cleanuptheirmaterials,andprepareforthenextperiod.
Transitions:Thestudentswillfinishtheirmathworkandputawaytheirmaterials.Whilethe
studentswaitforotherstofinishthistasktheycanreadtheirDEARbooks.Theteacherwill
instructthestudentsforwhattheyneed(folder,notebooks,orpencils)andwhetherornotthey
willremainattheirdesk.Forthislessonstudentswillbeginbysittingonthecarpettohavea
clearviewoftheprojectionscreen.Attheendofthelessonstudentswilllineuptogooutsidefor
recess.


Group
Members:________________________________________________________

SevereWeatherPresentationRubric

Category

InternetUse

Qualityof
Information

Oration

Abilityto
Answer
Questions

Comments:

Successfullyuses
internetlinkstofind
informationand
navigateswithinthese
siteseasilywithout
assistance.

Usuallyabletouse
suggestedinternet
linkstofind
informationand
navigateswithin
thesesiteseasily
withoutassistance.

Occasionallyabletouse
suggestedinternetlinks
tofindinformationand
navigateswithinthese
siteseasilywithout
assistance.

Needsassistanceor
supervisiontouse
suggestedinternet
linksand/orto
navigatewithin
thesesites.

Informationclearly
relatestothemain
topic.Itincludesseveral
supportingdetailsand/
orexamples.

Informationclearly
relatestothemain
topic.Itprovides
12supporting
detailsand/or
examples.

Informationclearly
relatestothemain
topic.Nodetailsand/or
examplesaregiven.

Informationhas
littleornothingto
dowiththemain
topic.

Speaksloudly,clearly
andenthusiastically
abouttheproject.
Studentsfacethe
audienceandpresent
withconfidence.Each
memberofthegroup.
hasaspeakingpart.

Speaksloudlyand
clearly,andfaces
theaudience.Only
somemembersof
thegroupspeak.

Lackconfidencewith
thepresentation.
Studentsdonotmake
eyecontactwiththe
audience.

Notpreparedfor
thepresentation.

Thoroughlyanswersall
questionsaboutthe
topicandproject.

Answersmost
questionsaboutthe
topicandproject.

Answerssome
questionsaboutthe
topicandproject.

Unabletofully
answerany
questionsaboutthe
topicandproject.


Part4:Synthesis
Overall,Ithinkthatthiswasagreatminiunit.Ilikedhowitcamerightafterthewater
cycleunit.Ithadnicefluidityamongthelessons.Iwoulddefinitelykeepthenotetaking
methodologythesamebyusingthefillintheblanksontheworksheet.Itwasagreatwaytokeep
thestudentsattention,whilemakingsurethattheyaregettingtheinformationthattheyneeded.I
woulddefinitelyuseapowerpointformatagainwhilesharingtheinformationforthenotes.It
washelpfulforstudentsthatlearnbylistening,visual,andwriting.Videosthroughoutthe
powerpointmadethelessonrunsmoothlybyhavingthemreadytoshow,ratherthanstopping
andhavingtopullupthecomputerandbringupthevideos.Itriedtoincludeasmanyvisuals
andhandsonactivitiesasIcouldforthestudentstoengagethem,andbettertheirunderstanding
ofthematerial.
Thiswasmyfirsttimeteachingtheselessons,sotherewasplentyofroomfor
improvment.Firstofall,Iwoulddoublecheckthatthevideosrunthroughthepowerpointonthe
computerthatwillbeusedtodisplaythepowerpoint.Ihadtogothroughyoutubetopullupthe
videos,andtherearesomeadsonyoutubethatareborderlineinappropriate.Thankfullythe
projectorwasmirrored,andthestudentsdidntviewtheads.Ifitwasnotmirroreditcouldhave
beenaproblem.Thethirdlessonwasoriginallyplannedtolastonclassperiod,butbecausethe
studentsarestillunderstandingtheconceptsofsummarizingittookanextradaytocompletethe
summaries.Athirddaywasneededtocompletethepresentations,butbecauseonegroup
memberwasabsentthatgrouppresentedthefollowingday(day4ofthethirdlesson).AsI
continuemyteachingcareerIhopetogainastrongerunderstandingofhowmuchtimeitwill

takemystudentstocompletedifferenttasks.Thestudentshadthetimetocompletethewhole
unitwithoutfeelingrushed.IthinkthatinthefutureIwillprovidemorevisualsforinstructions.
Anexamplewouldbeduringthesecondlessonwhenthestudentswerecreatingthewater
bottles,someofthestudentsdidnotdisplayanunderstandingofwhattheyweresupposedtobe
doingwhenthetornadobottleswerecompleted.Someofthestudentscouldnotresisttheurgeto
onlyplaywiththeirtornadoes,andwerenotcompletingthevenndiagram/partnerreading
assignments,
Mycooperatingteacherwasphenomenaltoworkwith!Sheprovidedimmediate
feedback.Iftherewasanavailablemomentforhertodiscussapointwithmeduringthelesson
toimprovethestudentsunderstandingandtheoutcomeofthelesson,thenshedidtakemeaside
foramoment.Mycoopaskedmetocreatearubricandgradethestudentsbasedontheirgroup
performance,aswellashowtheydidindividually.MycooptoldmethatIhadgreatcontrolof
theclassroom.Thestudentshadnotcompletedgroupprojectsyetsosheknewitmightbealittle
rocky.ShesuggestedthatfortheseconddayofthethirdlessonthatIreviewtheexpectations,
andIthinkthathelpedalot.
SincethisprojectwasgradedIspoketoeachstudentindividuallyandexplainedhowthey
receivedtheirgradewhatwasgoodandwherethereisroomforimprovement.Themost
valuablefeedbackIwasgivenfromastudentwashowtheyfeltthatsmallergroupswouldhave
enhancedthequalityoftheirwork.Thegroupsonlyconsistedoffourstudentssotheywerenot
large,butsinceitwastheirfirstgroupprojectmaybeitwouldhavebeenbettertomakethe
groupsas2or3.Thestudentslikedtoprojectbecausetheygottolearnaboutdifferentstorms,
butitwasdifficultforafewofthegroupstofindagoodarticleontheirassignedtopic.My

coopandItriedtohelpwiththecomputersonlywhenitwasnecessary,suchasprintingand
approvingthearticle.Acoupleofthestudentsmentionedtomethatitwasdifficultforthemto
voicetheirresponsesduringthepresentationbecausetheyhadgroupmembersthatdidnotgive
themtheopportunitytospeak.
InthefutureIwouldbemoreconsiderateofwhoIputineachgroup.Ididputsome
thoughtintoit,andmyEDUC694supervisorsuggestedtomepriortoassigninggroupsthat
studentsshouldbeseparatedbygenderingroupassignments,soItookthissuggestionand
decidedtoseehowwellitwouldwork.Theaverageofthegradescametobeapproximately
88%,whichIfeltwasagoodaveragetohave.OnlytwostudentsreceivedCsanditwasbecause
theywerenotcontributingtothesummarizingprojectandwerenotpreparedforthe
presentation.Thesestudentsexplainedtomethattheyknewwherethepointswerelostandthat
theywouldimproveinthefuture,Thestudentslikedbeingabletochoosetheirarticleforthe
projectandsharingtheirarticleinformationwiththeclass.Overall,mostofthestudentsseemed
tohavelikedtheprojectandareexcitedforfuturegroupprojects.