Sara Keyes

TD 513

Stem Lesson
1. Activity Title: Twister!
2. Purpose of the Activity: Students will use their knowledge of tornadoes and the
damage they cause to design a structure that will withstand wind and protect
people. Each group will create a poster with the name of their engineering firm
and a picture of their structure. Students can use ideas from the FEMA
Residential Safe Room Guidelines. Each group will then present their posters to
the class.
a. Students will understand that tornadoes affect humans by causing
property damage and loss of life.
b. Students will be able to describe the damage to structures caused by
tornadoes.
c. Students will understand some basics of tornado safety.
d. Students will understand some tornado safe structure components.
3. Target Learning Group: 3rd Grade
4. Approximate Time Involved: Two to three 50-minute class periods
5. Science Content Background Information for teachers with References:
Some of the most destructive tornadoes can cause many deaths and millions to
billions of dollars in damage. Civil engineers work to collect tornado information
in order to build safer structures in tornado prone areas. Tornadoes can propel
objects through the air, crumble roofs, and cause roofs to blow off of structures.
Engineers research different types of materials that can withstand the force of
contact from projectile objects and severe winds. In the worst cases, tornadoes
can completely demolish entire buildings or pick them up and throw them down
somewhere else. It is important to understand some tornado safety procedures.
It is important to find a room (preferably underground) with no widows to take
cover. Mobile homes are not safe in tornadoes as they can easily be thrown
about by a tornado. If possible, placing a mattress or other covering over
yourself could help protect you from flying objects. Tornadoes occur most often
in an area of the United States call Tornado Alley. This area in about the center
of the U.S. has a tornado season from February to May.
Lord, M. (2011, April 24). Lesson: Design a Tornado-Proof Building. Retrieved
March 3, 2014, from http://stem-works.com/external/activity/575

6. Next Generation Science Standards:

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Science Performance Expectations:

3-ESS2-1. Make a claim about the merit of a design solution that reduces
the impacts of a weather-related hazard.
Engineering:
3-5-ETS1-2. Generate and compare multiple possible solutions to a
problem based on how well each is likely to meet the criteria and
constraints of the problem.
Technology:
3-5-ETS1-2. Engineers improve existing technologies or develop new
ones to increase their benefits, decrease known risks, and meet societal
demands.
Literacy:
RI.3.1. Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
W.3.7. Conduct short research projects that build knowledge about a
topic.
Math:
MP.5 Use appropriate tools strategically
7. Materials:
White poster board (1 per group)
Variety of drawing tools
Science Notebook (1 per student)
8. Lesson References:
Achieve, Inc. (2013). Next generation science standards. Washington DC:
National Academies Press
Lord, M. (2011, April 24). Lesson: Design a Tornado-Proof Building. Retrieved
March 3, 2014, from http://stem-works.com/external/activity/575
Residental Safe Rooms. (2003, March 1). Retrieved March 15, 2014, from
http://www.fema.gov/pdf/plan/prevent/bestpractices/resshelter_bkgrdr.pdf
Tornadoes 101. (n.d.). Retrieved March 29, 2015, from
https://www.youtube.com/watch?v=ztlnZRp1WiE
9. Safety Considerations: There are no specific safety considerations with this
lesson.

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Activity
1. Pre-assessment: Ask students what they know about tornadoes. What is a
tornado? What types of damage can it cause? Are there certain areas that are
more prone to tornadoes? What do you know about staying safe in a tornado?
Have students record their ideas in their science notebooks. Have students
share some of their ideas with the class. The teacher will review the student
notebooks to identify areas of concern or areas of understanding. The lesson
may be adjusted based on the pre-assessment information.
2. Procedures:
Engage: Watch the video National Geographic: Tornadoes 101. After
watching the video make a chart on the board one side should say What
we knew the other should say What we learned have the students
share things in the video that they already knew and something new they
learned from watching it. Have students copy this chart into their
notebooks.
Explore:
Discuss with students how tornadoes can damage buildings (crumble,
blow off roofs, damage by flying debris). Brainstorm ideas of how a
tornado might damage a house.
Discuss what a safe room is and how it can help people stay safe in
their homes. A safe room is a structure within a home, made of
specific materials that can protect people in the event of a tornado and
the destruction of the rest of the home. Explain how FEMA has
guidelines on how to make an effective safe room within a home and
some of the materials that are involved in this structure.
Elaborate: Explain that the students will be split into engineering firms
with the task of design a safe room or a safe house to help protect families
in the event of a tornado. They will use the Engineering Design process to
solve this problem. Pass out the Design Process Handout.
The Design Process:
Ask:
Write on the board, With families planning to relocate to Oklahoma,
part of tornado alley, due to a surge in business opportunities, design a

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house or safe room within a house for families to stay protected during
tornado season. Ask students to copy the problem onto their
handouts.

Ask students to look through tornado information books and copies of

the FEMA Residential Safe Room Guidelines for ideas of solutions.
Record their favorite ideas in the brainstorming section of their
notebooks.

Explain the constraints to the students: Design will be in the form of a

drawing on poster board which must include a list of the materials
used. Students must name their engineering firm and include it on
their poster. Drawing needs to be neat and colorful. Students are
encouraged to use their imaginations with the design but the materials
need to actually exist. They can use the books and the FEMA handout
to find these materials or through basic knowledge of what buildings
can be made. There are no wrong designs but explanations of what
you did need to be consistent with the class knowledge of tornadoes.
If the safe room option is chosen, it cannot look exactly like the
example in the FEMA handout and the position of the safe room within
a house must be shown.

Imagine:
Pair students in groups of 3-4. Have the groups come up with a name
for their engineering firm and decide if they are designing an entire
house or a safe room. Look through books and handouts to determine
the materials they would like to include in their structure.
Plan:
Tell students to draw a rough draft of their structure on their handout
and make the finalized list of materials needed for the structure.
Create:
Have students complete the final model of their structure on the poster
board. Be sure to label all parts of the model and where their materials
will be used.
Improve:
Ask the students what they would like to improve now that they see
their model in a large scale and in color? Are there other materials
they would like to include to make it safer? Would a different for the
safe room in the house be more effective? Would changing the
size/shape of the house/room make it safer? Have students make a
list of what they would like to improve in their science notebook.

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3. Post-assessment:
Evaluate: Once all of the posters are completed, each group will present their
design to the class. Students need to include the reason for the materials they
have chosen and any reasons for shape, size, and position of their structure.
These reasons need to align with the information in the books and handouts as
well as general tornado safety information. The audience needs to write one
suggestion for each group on separate sticky notes as we are always trying to
improve our designs as engineers!

The Design Process

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Name: ______________________
Ask:

What is the problem?

____________________________________________________________
What have others done?
___________________________________________________________
____________________________________________________________________

____________________________________________________________________
What are the constraints?
__________________________________________________________
____________________________________________________________________
____________________________________________________________________

Imagine:

What are some solutions?

___________________________________________________________
____________________________________________________________________

____________________________________________________________________
Brainstorm ideas______________________________________________________
___________________________________________________________________
Choose the best one __________________________________________________

Plan:

Draw a diagram
Make a list of materials you will need

Create:

Follow your plan and create it

Test it out!

Improve:

Talk about what works, what doesnt,

and what could work better.
Modify your design to make it better
Test it out!

Twister! STEM Project Checklist:

Done!

Item:

Description of quality work

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(2 pts. Awarded for

successful completion of
each section)
Firm Name

Name is displayed clearly on final

project board and is appropriate for
the assignment.

Design

Form is completely and neatly filled

process

out.

Poster Board

Evidence of tornado safe structure

research indicated on the board in
the form of materials and their
function.
All parts of structure are labeled
with what they are and material
they are made from.
Drawings are complete, colorful,
and neat.
Structure is clearly labeled to be an
in home safe room or full house. If
a safe room, a diagram for the
location within the house is
included.

Presentation

Ideas are well thought out and

supported by tornado research. All
members take turns speaking about
their structure. Materials purposes
are explained. (Why are these
important and effective materials?)

Group Work

All members participate in all steps

of creating the design and
presentation.

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TD 513

Feedback

Constructive and helpful feedback

is provided for other groups on
sticky notes.