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Natural Disasters Lesson Plan

Your Name: Jacob Schmudlach Grade Level: (circle one) K 1 2 3 4 5


6
Subec!: (circle one) Lan"ua"e #r!$ Social S!udie$ %a!hema!ic$ Science
Le$$on &i!le: Natural Disasters-Tornadoes
%a!erial$ Needed: 'roec!or( K)*)L char!$( 'encil$( Schola$!ic *or+$hee!$
'rere,ui$i!e S+ill$: &hi$ -ill be !he 2
nd
da. o/ !he !ornado $0eci/ic le$$on$( $o !he $!uden!$ -ill be
/amiliar -i!h -ha! !ornadoe$ loo+ li+e( -ha! !he. are and ho- !he. /orm1
S!andard($): Iowa Core Curriculum Grades 3-5 Standards
Understand and apply knowledge of processes and changes on or in the earths land,
oceans, and atmosphere.
&he ear!h i$ al-a.$ "oin" !hrou"h chan"e$1 Some chan"e$ are due !o $lo- 0roce$$e$( $uch a$
ero$ion and -ea!herin"( and $ome chan"e$ are due !o na!ural ra0id 0roce$$e$ $uch a$ land$lide$(
!ornadoe$( volcanic eru0!ion$( /lood$ and ear!h,ua+e$1
Understand and apply knowledge of weather and weather patterns.
*ea!her i$ al-a.$ chan"in" and can be de$cribed b. mea$urable ,uan!i!ie$ $uch a$ !em0era!ure(
-ind direc!ion and $0eed and 0reci0i!a!ion1
Le$$on 2bec!ive($):
Students will know what tornadoes are and how they form.
Students will know where tornadoes form the most in the United States.
Students will know how to be prepared for tornadoes.
Students will know how the geographic location of our state is important for learning
about tornadoes.
1. Overview and Objectives: &hi$ i$ !he 2
nd
da. o/ !he !ornado $0eci/ic le$$on$1 &he /ir$!
da. !he $!uden!$ -ere "iven a K)*)L char!1 3e/ore even "e!!in" in!o !he /ac!ual
in/orma!ion abou! !ornadoe$( !he $!uden!$ "o! !o have a cla$$ di$cu$$ion on -ha! !he.
!hou"h! !he. alread. +ne- abou! !ornadoe$1 #/!er !ha!( -e di$cu$$ed -ha! -e -an!ed !o
+no- abou! !ornadoe$1 &hi$ di$cu$$ion -a$ /ollo-ed b. a Na!ional Geo"ra0hic video on
&ornadoe$ !ha! !oo+ 0lace in 4llinoi$1 &he video !al+ed abou! !he ba$ic$ o/ ho- !ornadoe$
/orm becau$e o/ !he -ea!her and !he. al$o !al+ed abou! 5&ornado #lle.61 #/!er !he video
-a$ /ini$hed( 4 0ulled do-n !he ma0 in !he cla$$room and $ho-ed -here !ornado alle.
!oo+ 0lace and -h.1 *e al$o di$cu$$ed ho- !he -ea!her cau$e$ !ornadoe$1 #$ cla$$
/ini$hed( !he $!uden!$ -ere in!ri"ued and ea"er !o learn more abou! !hi$ Na!ural 7i$a$!er1
2. &oda.( -e -ill revie- !he K)*)L char!$ and "o over !he !hin"$ -e !al+ed abou! on da.
one1 4 -ill re/re$h !he $!uden!$8 memor. b. $ho-in" !hem -here !ornado alle. i$ on !he
ma0( a$ -ell a$ di$cu$$in" ho- !ornadoe$ /orm1 4! i$ im0or!an! !ha! !he $!uden!$ are
$!ar!in" !o -ri!e !hin"$ do-n under !he 5Learned6 $ec!ion o/ !heir "ra0hic or"ani9er1 &hi$
cla$$ di$cu$$ion -ill no! onl. revie- -ha! -e learned on da. one( bu! i! -ill al$o be a
"rea! $e"-a. in!o !oda.8$ ac!ivi!.1 #/!er !oda.8$ le$$on !he $!uden!$ -ill +no-: -ha!
!ornadoe$ are and ho- !he. /orm( -here !ornadoe$ /rom mo$! in !he :ni!ed S!a!e$( ho-
!o be 0re0ared /or !ornadoe$ and -h. !he "eo"ra0hic loca!ion o/ our $!a!e i$ im0or!an! in
re"ard$ !o learnin" abou! !ornadoe$1
2. Demonstrate knowledge or skill:
) Yesterday we talked about tornadoes .I want to start class off by having a discussion
about what we have learned thus far. hat did we learn about tornadoes after filling out
our !--" charts and watching the online video about #ornadoes$ e learned about
how the different tem%eratures of moisture meet and can combine to cause a storm and a
tornado. here do tornadoes occur a lot of times$ Yes& they can occur in the 'idwest
(uite often. e are %art of the #ornado )lley. #his is the funnel in which tornadoes occur
(uite often during the s%ring seasons. hy do they occur here$ *ased on the video we
watched& how have tornadoes affected or environment and ecosystem$ I will model this
on the ma% for you to show you where tornado alley is e+actly. )re tornadoes something
that we should be knowledgeable and aware of$ )bsolutely. ,During this time I would
answer questions students had, fix any misconceptions, show pictures and use maps to
explain what we had learned.
. !uided Practice
) -ow yesterday we s%ent a lot of time in our seats either discussing the basics of
tornadoes or watching a video. #oday& I want us to get u% and get involved in dig dee%er
into our investigations of the s%ecifics about tornadoes. hat are some things we don.t
know about #ornadoes that might be very interesting or hel%ful to us$ ith all of that
being said& I am going to break you all into four different grou%s. /ach grou% will have
an article from Scholastic.s 0eather atch1 %rogram. #he four articles will be titled
as listed2 In 3e%th& /+%erts Say& itness )ccounts and *e 4eady. You will be learning
about all sorts of things dealing with #ornadoes. /veryone is going to be %ut into a
grou% where they will be learning about one of these to%ics. 5ere is how it is going to
work. I will break you down into grou%s of four. /very %erson in each grou% will receive
their own article on the to%ic with their grou%. /veryone will sit (uietly and read the
articles. 6nce everyone has read the articles& you will then o%en u% a discussion and talk
about the im%ortant %oints of the article that stood out to you. #alk about things that you
learned. You will then see at the bottom of each article there are a set of (uestions for
you to answer. /veryone should answer these (uestions together. /very (uestions answer
will come from your articles. It is very im%ortant that you all work together to answer
these and make sure everyone is on the same %age. 6nce everyone is finished& you need
to find a s%okes%erson. hen the time comes& each grou% will stand u% and %resent their
article to the other grou%s and e+%lain the (uestions you answered based on the article.
#he s%okes%erson will be reading this allowed. !ee% in mind that there can be more than
one s%okes%erson. #his way everyone will be able to learn about all of the articles. #his
takes team work and we need to all focus in order to learn a great amount about
tornadoes because we know they are im%ortant in this %art of the country.
". #$eck %or understanding and &rovide student %eedback:
I will be walking around the classroom during this time to hel% out and answer any
(uestions that you may have on your article. I want to see %eo%le engaging in good
discussion in order to answer these (uestions on the worksheet. '( will also c$eck %or
understanding b) sto&&ing b) to talk to t$e lower level students. ( will know w$o
t$e) are in m) classroom and ( will talk to t$em to make sure t$e) are on t$e rig$t
&age and understanding w$at is being read. T$e) mig$t need $el& answering
*uestions i% t$e) are slower writers t$an t$e rest o% t$e grou&. +tudents will s$ow i%
t$e) $ave an understanding o% t$e content t$roug$ t$eir &resentations. (% a student
brings u& an im&ortant &oint in t$eir &resentations, t$en ( ma) sto& and talk about
t$e idea in order to $ig$lig$t it %or t$em.-
.: /0tensions:
) /veryone kee% in mind that you will all have an o%%ortunity at the end of the unit to
choose the natural disaster that you want to do your final re%ort on. If you think you
might want to do yours on tornadoes and you listen to a grou% %resent an article that
really seems interesting or hel%ful to you& then let me know and I will get you a co%y of
the article. 6therwise& you can take notes of the grou%s that are %resenting7
1. 2ssessment 3 #losure: 4 -ill moni!or !he $!uden!8$ 0ro"re$$ !hrou"hou! !he -hole -or+
0eriod !o ma+e $ure !he. are all -or+in" collabora!ivel.1 7urin" !hi$ !ime( a$ 4 -al+ around 4
-ill an$-er an. ,ue$!ion$ $!uden!$ ma. have abou! !heir ar!icle$1 ;ver. $!uden! $hould have a
chance !o read !heir o-n ar!icle and "ive !heir o-n in0u! -henever !he. /eel nece$$ar.1 &here
-ill al$o be 4)5 ,ue$!ion$ a! !he end o/ each ar!icle !ha! each $!uden! ha$ !o individuall. -ri!e
do-n on !heir o-n 0a0er1 #l!hou"h !he. $hould be an$-erin" !he$e ,ue$!ion$ !o"e!her( each
$!uden! i$ re$0on$ible /or havin" !heir an$-er$ -ri!!en do-n on !heir o-n 0iece o/ 0a0er1 &hi$ i$
a -a. !o hold $!uden!$ accoun!able and ma+e $ure ever.one i$ re!ainin" !he in/orma!ion !ha! !he.
read and con!ribu!in" in !heir "rou01 4 -ill /orma!ivel. a$$e$$ $!uden!$ !hrou"hou! !hi$ -hole
0roce$$ b. 0rom0!in" and an$-erin" ,ue$!ion$ and "uidin" !hem in !he ri"h! direc!ion1 &o /ini$h
!he le$$on( 4 -ill brin" !he -hole cla$$ !o"e!her and di$cu$$ $ome o/ !he mo$! im0or!an! !hin"$
!ha! -ere 0re$en!ed in !he cla$$room abou! !ornadoe$1 &hi$ -ill hel0 $!uden!$ ma+e $en$e o/ all
!he in/orma!ion and even "ive !hem a chance !o -ri!e !hin"$ do-n i/ !he. are !hin+in" abou!
doin" !heir /inal re0or! on !ornadoe$1 &he$e /orma!ive a$$e$$men!$ -ill hel0 $!uden!$ "e! read.
/or !heir $umma!ive a$$e$$men! -hich -ill be !he Na!ural 7i$a$!er <e0or!1 4! i$ im0or!an!
$!uden!$ +ee0 !heir K)*)L char!$( ar!icle$ and o!her cla$$ -or+ in !heir Science /older$ in order
!o hel0 -i!h !heir re0or!$1

4. Plans %or di%%erentiation! &hi$ i$ a collabora!ive "rou0 ac!ivi!.( $o -ha! 4 -ould do a$ a
!eacher i$ ma+e $ure !he $!uden!$ are "rou0ed accordin"l.1 4 -ould -an! 1)2 "i/!ed and !alen!ed
$!uden!$ in each "rou01 4 -ould no! -an! !he$e $!uden!$ all "rou0ed !o"e!her $o !ha! !he. could
no! -or+ -i!h o!her level $!uden!$1 *i!h !ha! bein" $aid( 4 -ould ma+e $ure !he lo-er level
$!uden!$ are mi=ed in!o !he "rou0$ a$ -ell1 ;ver.one i$ $u00o$ed !o be -or+in" !o"e!her durin"
!hi$ !ime( $o nobod. $hould be lo$! or le/! ou!1 7urin" !hi$ !ime( i! i$ im0or!an! !o +no- and
under$!and !ha! 4 -ill be -al+in" around a$+in" ,ue$!ion$ and ma+in" $ure all o/ !he $!uden!$ are
"e!!in" involved1 S!uden!$ $hould no! become /lu$!ered becau$e !he. are /allin" behind or "oin"
!o /a$! in !hi$ ac!ivi!.1
&2&#L L;SS2N &4%;: 58-98 'inutes
5. <e/erence$:
"ational #eographics $op %& "atural Disasters on 6ouTube
+c$olastic 7eat$er 7atc$ 2rticles
>Schola$!ic1com ? 2nline #c!ivi!ie$: *ea!her *a!ch1> Scholastic.com : 6nline )ctivities2
#ornadoes eather atch1 Schola$!ic 4nc1( @ %ar1 2A121 *eb1 26 %a. 2A141