Unit Plan

Unit Author

First and Last Name

Amber Vlahos and Charles Mock

Authors E-mail Address

Avlaho1@tigers.lsu.edu Cmock2@lsu.edu

Course Name(s)

ELRC

Course Number(s)

2507

Course Section(s)

Instructor(s) Name(s)

Dr. Heroman

Unit Overview
Unit Plan Title

Hurricane Central

Curriculum-Framing Questions

Goals

Students will have a basic understanding of what a

hurricane is and what it does to the land it impacts.
Students will also learn the basic history of Hurricane
Katrina and the impact it had on Louisiana.

Content Questions

What is a hurricane? What damage does a Hurricane leave

behind? What was so special about Hurricane Katrina in
Louisiana? What decisions affected Louisiana in the
aftermath of Hurricane Katrina?

Unit Summary

Students will focus on learning what exactly a hurricane is. Through research and discussion,
students will learn about the different wind speeds of a hurricane, the damage it causes and
other specifics that pertain to hurricanes. Once students have an understanding of what a
hurricane is and what it does, they will learn about the affects Hurricane Katrina had on
Louisiana. They will go into detail about what happened and the after effects of the hurricane.
Subject Area(s) (List all subjects that apply)

Science and Social Studies

Grade Level [Click box(es) of all grade level(s) that your Unit targets]

K-2
6-8
ESL
Gifted and Talented

3-5
9-12
Resource
Other:

Targeted State Frameworks/Content Standards/Benchmarks

ESS-E-A4: Identify various types of weather-related natural hazards and effects

ESS-E-A4: Identify safety measures applicable to natural hazards
G-1D-E3: Identify natural disasters, their causes, areas prone to them, and how those
disasters affect people and the environment
INTEL TEACH TO THE FUTURE
with support from Microsoft 2000 Intel Corporation. All Rights Reserved

Student Objectives/Learning Outcomes

Your objectives should be listed on your daily plan.

Procedures

Lesson 1 Hurricanes Amber Vlahos

Lesson 2 Hurricane Katrina in Louisiana Charles Mock
Approximate Time Needed

Two class periods:

Lesson 1 approximately 60 minutes
Lesson 2 approximately 50 minutes
Prerequisite Skills

Technological skills:
How to use Publisher. How to use the internet and research. How to use inspiration.
Prior Knowledge:
Basic concept of weather and how storms form. A basic understanding that storms grow
stronger with warmer weather.
Materials and Resources

Technology Hardware (Click boxes of all equipment needed)

Camera
Laser Disk
Computer(s)
Printer
Digital Camera
Projection System
DVD Player
Scanner
Internet Connection
Television
Technology Software (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Desktop Publishing
Internet Web Browser
E-mail Software
Multimedia
Encyclopedia on CD-ROM

VCR
Video Camera
Video Conferencing Equip.
Other:

Web Page Development

Word Processing
Other: Publisher and
Inspiration

Printed
Materials

None

Supplies

Projection Screen, Access to computers for each student.

INTEL TEACH TO THE FUTURE

with support from Microsoft 2000 Intel Corporation. All Rights Reserved

Lesson 1:
https://www.youtube.com/watch?v=ooGsvj5SeHE

http://www.enchantedlearning.com/subjects/weather/hurricane/
http://www.weatherwizkids.com/weather-hurricane.htm
http://www.sciencekids.co.nz/sciencefacts/weather/hurricane.html
Internet
Resources

Lesson 2:
https://www.youtube.com/watch?v=zP4rgvu4xDE
https://www.youtube.com/watch?v=HbJaMWw4-2Q
https://docs.google.com/forms/d/1vQIXB4UJnts7AkJJyol_xE7GUnP6Kt4uwWM0zLUlnI/viewform?c=0&w=1

Others
Accommodations for Differentiated Instruction

Resource Student

These students can be given extra time to work on a task as

well as partnered with someone who is able to help with the
task at hand.

Non-Native English
Speaker

Vocabulary cards can be given as well as extended time or

translation software.

Gifted Student

More in depth questions can be given or have the activity

done solo instead of in a group. To take it to the next level
these students could do a different activity that needs more
technological advances.

Student Assessment

INTEL TEACH TO THE FUTURE

with support from Microsoft 2000 Intel Corporation. All Rights Reserved

Overall Assessment of Unit Plan: (each individual assessment is included in individual lesson
plan)
CATEGORY

Participation in
Hurricane
Discussion
before and after
video

Student participated
actively before and
after the video in
discussing
hurricanes

Student participated
some before and
after the video in
discussing
hurricanes. Paying
attention to other
things more.

Student participated
only before or after
the video in
discussing
hurricanes.

Student did not

participate before
and after the video in
discussing
hurricanes

Effort in creating
Hurricane
Newsletter

Students put forth

effort and created the
newsletter to the best
of their ability. It is
very creative and
worked really well
together.

Students put forth

effort and created the
newsletter. Creativity
lacked a little.

Students put forth

some effort in
working together on
the newsletter.
Creativity was
present.

Students put forth

little to no effort in
working on the
newsletter and
creativity lacked.

Participation in
answering
Google Doc

Student answered
Student gave basic
questions
answers with some
accordingly and with thought.
thought.

Student gave basic

answers with little
thought.

Student gave basic

answer with no
thought into answers.

Directed Web
Browsing
Activity

Student used time

wisely and answered
questions
thoughtfully and
thoroughly.

Student did not use

time wisely, but
finished the activity
with basic answers.

Student did not use

time wisely and failed
to finish the activity.

Student used time

wisely but gave basic
answers, without
much thought.

INTEL TEACH TO THE FUTURE

with support from Microsoft 2000 Intel Corporation. All Rights Reserved