Total Duration: |
31 to 60 Minutes |
Materials and Resources: |
"Formation of a hurricane" demonstration cards (cut for sorting purposes) http://www.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.hurrlife/how-hurricanes-form/ Formation of tornado cards (cut for sorting purposes) http://scied.ucar.edu/imagecontent/how-tornadoes-form?vm=r Computers/tablets clipboards pencils Concept map (graphic organizer) picture cards/matching cards Information books |
Technology Resources Needed: |
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Background/Preparation: |
Review the following sites prior to teaching the lesson: http://www.learn4yourlife.com/hurricane-and-tornado.html http://www.weatherwizkids.com/weather-tornado.htm
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Use a KWL chart to assess student's knowledge of tornadoes and hurricane prior to starting lesson. In order to engage students show the video http://scijinks.jpl.nasa.gov/tornado-samaras/ and have students create and discuss a class essential question. An example question is "How can you use what you learn from observing tornadoes and hurricanes to create something to help keep people safe?" or "How do tornadoes and hurricanes affect the earth and people?" After discussion, students will participate in learning stations. Students will rotate to 20 minutes learning stations designed for 3-4 students to explore media and text resources that will enhance their understanding of tornado and hurricanes. Students will record their learning on a concept map as they rotate. These learning stations will include an brain storming station using a graphic organizer, two interactive simulator games on an electronic device, content literacy station and sequencing card station. The content literacy station will include books for students to read and reference about tornadoes and hurricanes. The sequencing station includes cards that show the progression of each type storm. Students will identify characteristics for each stage, discuss these characteristics and put cards in correct order. Example: |
Assessment Strategies |
Students will demonstrate knowledge of tornado and hurricane formation and specific behaviors by completing an overlapping Venn Diagram. It will serve as an individualized assessment to provide evidence of the student's ability to recognize similarities and differences of both hurricanes and tornadoes. |
Acceleration: |
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Intervention: |
Vary reading levels of informational text for students. Assign group captain to provide essential support for members in the group. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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