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Total Duration:
31 to 60 Minutes
Materials and Resources:
chart paper
Post-its
pencils, crayons, markers
student journals
Freddy the Frogcaster books by Janice Dean: Freddy the Frogcaster, Freddy the Frogcaster and the Big Blizzard, Freddy the Frogcaster and the Huge Hurricane, Freddy the Frogcaster and the Terrible Tornado
Each student/group will need:
plastic water bottle (empty with label removed)
teaspoon of liquid soap
teaspoon of vinegar
spoonful of metallic confetti (optional: represents debris)
water
funnel
Technology Resources Needed:
A computer with internet connection, along with a viewing screen and document camera will be needed.
Classroom routines for listening, speaking, and asking questions should be in place.
If more background knowledge is needed, the teacher should use the background links listed in technology and have students create a class list of weather words.
The teacher will choose a type of severe weather before the lesson. This can be done using local weather patterns or the chosen text.
The teacher should have the bottles already filled 1/2 - 2/3 full of water before the lesson or should draw a fill line on the bottles for the students.
Students will construct a class K-W-L chart about the chosen severe weather.
Students will discuss the questions.
The teacher will present the chosen text.
Students will examine the K-W-L chart to reevaluate the questions, identifying questions that have been answered.
Students will create a journal entry, using a starter from the journal prompt list as needed.
Students and teacher will review safety rules and introduce experiment directions before breaking into small groups and/or passing out materials.
Students will fill their bottles about 2/3 full of water.
Students will add a teaspoon of vinegar and a teaspoon of liquid soap to their bottle.
Students will add a spoonful of confetti to their bottle.
Students will place the top on their bottle and close it tightly.
Students will shake or move bottle in a vigorous circular motion to observe movement of the water and confetti.
Students and teacher will connect this movement to the movement of wind during a tornado.
Students will add a second entry to their science journal; describing the experiment, relating it to the previously read text and connected questions/answers, and applying it to world and self.
Students and teacher will discuss their journal entries, with the teacher recording entries in class chart form.
Assessment Strategies
Observe discussion and record anecdotes of student questions and responses during both the reading and exploration activities.
Have students write a journal entry for both the reading and exploration activities.
Acceleration:
Students will compose a letter to a local weatherman, requesting a visit or video conference with the class.
Students will pick a type of severe weather, research it, and prepare an Educreations or Keynote project to share the information.
Students will pick a type of severe weather and create a related safety plan or set of safety rules for the classroom.
Intervention:
Students will be given a word bank or picture cards for written activities.
Students will be allowed to use words, phrases, and pictures to record their thinking.
Students will be allowed to complete their journal with a partner or in small group with the teacher.
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.