Jake Franklin

Hurricanes Lesson Two

Day one
Daily topic:
Katrina Vs. Patricia
Standards:
Trace the flow of heat energy through the processes in the water cycle (ESS-H-A1)
Analyze the mechanisms that drive weather and climate patterns and relate them to the three
methods of heat transfer (ESS-H-A6)
Objective: TSWBAT list factors that contribute to Hurricane Development. Compare and Contrast the two
hurricanes structure, as well as impact on regions.
Procedures:
1.
Bell Ringer : Ask students to list key words about Katrina, and ask what did they hear from the
media about Patricia.
2.
Discuss path of Patricia and how the water temperatures helped increase the strength of the
storm. The warmer temperatures led to more condensation and there for led to more rain fall.
3.
Compare and Contrast sizes of both Katrina and Patricia. As well as wind speed, rainfall, and
total damaged caused.
Make an inspiration map to show differences as well as similarities.
4.
Ask the students, Why do you think Patricia caused more damage than Katrina?
Materials
SmartboardComputer with InspirationComputer for each student.
Special needs:
Special needs students will be paired with a regular education student to assist them in their
inspiration maps.

Gifted:
Gifted students will be encouraged to think of at least 5 qualities that are either similar or
different between the two hurricanes in the inspiration map.

Teacher Name: J Franklin

Student Name:

CATEGORY

________________________________________

Attractiveness

Makes excellent use

of font, color,
graphics, effects,
etc. to enhance the
presentation.

Makes good use of

font, color, graphics,
effects, etc. to
enhance to
presentation.

Makes use of font,

color, graphics,
effects, etc. but
occasionally these
detract from the
presentation
content.

Use of font, color,

graphics, effects etc.
but these often
distract from the
presentaion content.

Content

Covers topic indepth with details

and examples.
Subject knowledge
is excellent.

Includes essential
knowledge about the
topic. Subject
knowledge appears
to be good.

Includes essential
information about
the topic but there
are 1-2 factual
errors.

Content is minimal
OR there are several
factual errors.

Organization

Content is well
organized using
headings or bulleted
lists to group related
material.

Uses headings or
bulleted lists to
organize, but the
overall organization
of topics appears
flawed.

Content is logically
organized for the
most part.

There was no clear

or logical
organizational
structure, just lots of
facts.

Sources

Source information
collected for all
graphics, facts and
quotes. All
documented in
desired format.

Source information
collected for all
graphics, facts and
quotes. Most
documented in
desired format.

Source information
collected for
graphics, facts and
quotes, but not
documented in
desired format.

Very little or no
source information
was collected.

Originality

Product shows a
large amount of
original thought.
Ideas are creative
and inventive.

Product shows some

original thought.
Work shows new
ideas and insights.

Uses other people\'s Uses other people\'s

ideas (giving them
ideas, but does not
credit), but there is
give them credit.
little evidence of
original thinking.