Alena Gilmore Ms.

Jackson Marshall Elementary School Lesson Given: March 21, 2014 Lesson Plan Submitted: March 7, 2014

A. TITLE/TYPE OF LESSON Read Aloud Hurricanes by Seymour Simon B. CONTEXT OF LESSON Students are currently learning about weather in their science unit. Hurricanes talks about characteristics of hurricanes, how they develop and the result they have on communities. C. LEARNING OBJECTIVES Understand what are the Know what are the facts, Do what are the specific broad rules, thinking generalizations the students specific data the students will behaviors students will be able should gain to do begin to develop? (These are through this lesson? (These through this lesson? (These typically difficult to assess in knows will also one must be assessed in your be assessed in your lesson) lesson.) lesson.) Hurricanes are placed in categories based on how fast their winds are There are different names for hurricanes depending on where they happen Hurricanes cause property damage Meteorologists have different ways of collecting information on hurricanes Difference between watch and warning. Types of tropical cyclones Hurricanes can produce tornadoes The center of the storm is called the eye Where hurricanes start When is hurricane season What areas are commonly experience hurricanes What is a storm surge What are some ways to keep safe during a hurricane Actively engaged when questions are asked during the reading, Recall specific information from the book when completing the activity

D. ASSESSING LEARNING On index cards write a question on one side and an answer to a different question on the other side. Give each student a card and have them find both the answer to their cards question and the question to their cards answer. Have them stand next to their question and answer and make a line. When everyone has found a place in the line have each student read their question and answer in order down the line. The person who starts the line will only have a question and the person who ends the line will only have an answer. E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

Alena Gilmore Ms. Jackson Marshall Elementary School Lesson Given: March 21, 2014 Lesson Plan Submitted: March 7, 2014

2.6 The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include a) identification of common storms and other weather phenomena b) the uses and importance of measuring, recording, and interpreting weather data; and c) the uses and importance of tracking weather data over time. F. MATERIALS NEEDED Hurricanes by Seymour Simon Index cards with questions Master list with questions and answers in order G. PROCEDURE In science you have been learning about weather. What are some of the things youve learned so far? Hear 2-3 responses. Today I am going to read you a book that talks about Hurricanes, how they start, how scientists learn about them, and what makes them different from other storms. Based on that do you think this is going to be a fiction book or a non-fiction book? Wait for response. *introduce vocabulary?* Ok lets get started listen carefully because you are going to want to remember some of the things said. Read through Hurricanes asking certain questions along the way o P.2 So is now a time when we might hear about hurricanes? o P.5 When they name hurricanes they start each year with either boys names or girls names and they alternate down the alphabet. So last year the first hurricane name was Andrea, then Barry than Chantel. This year the first hurricane name will be Arthur, then Bertha, then Cristobal o P. 7 Who thinks they can point out the eye of the storm in this satellite photo? o P. 10 This is an example of how Hurricanes can cause a lot of damage. Do you think that tornados or hurricanes can cause more damage? o P. 21 How would you feel if you had to fly into a hurricane? Ok now we are going to do an activity with facts that were talked about in the book. Each of you are going to get an index card. On one side there is a question written in blue, on the other side there is an answer written in green but the answer does not go with the question you have on your card. When everyone has a card I want you to try and find the person who has the answer to your question and the person who you have the answer to their question. There will be two people whose card only has writing on one side of the card, these people will start and end the line. Does anyone have any questions? Answer any questions and hand out cards. Ok lets find some space in the room and see if we can line up. Complete activity and have each child read their cards once everyone has formed a line.

Alena Gilmore Ms. Jackson Marshall Elementary School Lesson Given: March 21, 2014 Lesson Plan Submitted: March 7, 2014

H. DIFFERENTIATION If there are students who do not understand the words on the cards I will explain what they mean. Students will be allowed to collaborate with each other and use their shared knowledge to solve the puzzle. If there is extra time have them come back to the carpet and share something new they learned about hurricanes. I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? The story may take a long time to read so if we have less than 10 minutes left when I finish reading the book I will use the master list of questions and just ask the students the question from where we are sitting instead of explaining it to them and having them get up and do the activity. If the concept of finding both partners who will also have another partner is too difficult then I will walk them through it. Having the person with the first card reading their question and together as a group figuring out who has the next one is and have them line up that way. Address behavioral issues as they arise. If children are talking ask that they move to a different spot.

Alena Gilmore Ms. Jackson Marshall Elementary School Lesson Given: March 21, 2014 Lesson Plan Submitted: March 7, 2014

Answer Key
Answers A huge dome of water, 50-100 miles wide, that sweeps across a coastline where hurricanes make land p.9 The eye p.8 The strongest tropical cyclone with winds of 74 miles per hour or higher. p.3 June till Novemberp.2 Listen to the radio or tv for updates Stay away from moving water Use flashlights for emergency lighting Use bottled or stored water for drinking and cooking Cyclones of clouds and thunderstorms that spin around a central area with wind speeds of 38 miles per hour or less. P.3 Coastal areas and islands p.2 Satellite images, airplanes, radar and computers p.21 Cyclones of heavy clouds and strong thunder storms that spin at steady wind speeds of 39-73 miles per hour. P.3 Tornados p.11 Questions What is a storm surge? What is the center of the hurricane called?

What is a hurricane When is Hurricane season on the east coast? How can you stay safe in a hurricane? What is a tropical depression?

What areas commonly experience hurricanes?

How do meteorologists collect information about hurricanes? What is a tropical storm? What other natural disasters can hurricanes produce?