Lesson Plan and TIP Model Integration
- 1. Multi-Media Project Draft Severe Weather Unit Lindsay Marquette and Amanda Knox aknox 6/10/2011
- 2. Day 1 Lesson Plan: Introduction to Severe Weather Phase 3: Learning Objectives: The purpose of this lesson is to introduce students to the types, importance and hazards of severe weather. This lesson will help prepare them for a later lesson which discusses the specific features of a tornado and its potentially devastating effects. At the conclusion of this lesson: Objective Excellent/Mastery Good/Average Needs Improvement (Skill or Knowledge) Can define severe Can name and describe Can generally describe Cannot clearly describe weather and name 3-4 types of severe severe weather and severe weather type examples weather. name 1-2 types. sand cannot name any features. Describe the Can list 5 facts about a Can list 3 facts about Can list 1-2 facts about characteristics of severe weather. severe weather. severe weather. severe weather Can access all of the Can find most of the Requires help to locate Using technology links in the assignments links, but may need the websites. Show some assistance difficulty in following the assignment Showing Application Can demonstrate, Can discuss and classify Needs assistance to calculate and classify with assistance classify any aspect of the types of severe severe weather weather. Phase 4: Design Integration Strategies Methods This lesson begins with a short video clip of an example of severe weather. It begins to build a student’s basic knowledge on severe weather, its characteristics and potential dangers. Each assignment provides opportunities for discussions and self-discovery. This lesson includes interaction with websites and videos. The students can work together in groups to further explore severe weather. Technology They types of technology which will support the students in their learning include the internet, video recordings, and websites. Other tools may include software, art tools, and audio/visual equipment during presentations. Students will be able to have a review of the tools and technology to help them prepare for the assignments.
- 3. Phase 5: Prepare the Instructional Environment Equipment: The lesson requires that each student have individual and group access to a computer with an internet connection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate the students in turn, to give each student some practice time with the assignments. The teacher will need to prepare the classroom by turning on each computer and verifying that the internet is working on each unit. Also, the teacher will need to verify that the lesson links are still active and haven’t been moved since the lesson was devised. Phase 6: Evaluate and Revise Integration Strategies Assignments This lesson includes a written assignment which reflects the work for each website and video. This assignment can be graded. Assessment A quiz can be given which determines how much of the lesson each student retained. The quiz will focus on definitions, mastery of concepts and an overall understanding of the types of severe weather. Observation Scorecard The teacher can observe the students as they interact with each other. They can also observe how the student progresses with the internet assignments. A scorecard can help the teacher monitor the results of each activity.
- 4. Assignments and Instructional Interactions Watch video: http://www.youtube.com/watch?v=RgoNJ0CfdSQ&feature=fvst (volcano eruption) http://video.nationalgeographic.com/video/player/- (earthquake) http://video.nationalgeographic.com/video/player/ (hurricane) Answer the questions: 1. What were some of the things you saw in the clips? 2. How would you feel if you were caught in severe weather? Go to: Severe Storms Website http://severestorm.webs.com/whatissevereweather.htm 1.) Read the information provided on what causes severe weather. 2.) Complete the worksheet provided using the information from the webpage http://severestorm.webs.com/typesofseverestorms.htm 1. Read the information provided about the types of severe weather 2. Draw a picture representing the 7 types of severe weather presented. Label each picture with 3 characteristics or facts about that specific type of severe weather. 3. Write a brief paragraph describing your experiences with severe weather. Be sure to use the facts and terminology from the websites in your response. Go to: Weather Wiz Kids http://www.weatherwizkids.com/ 1. In groups, go to the website and click on your assigned topic. 2. Read the information on your topic. Make sure you explore all the links provided on the page. 3. As a group, put together a class presentation on your topic. Be sure and include all the information listed on your presentation guide.
- 5. Sources YouTube http://www.youtube.com/watch?v=RgoNJ0CfdSQ&feature=fvst National Geographic http://video.nationalgeographic.com/video/player/- http://video.nationalgeographic.com/video/player/ Severe Storms http://severestorm.webs.com/whatissevereweather.htm Weather Wiz Kids http://www.weatherwizkids.com/
- 6. Day 2 Lesson Plan: Severe Weather—Tornados Phase 3: Learning Objectives: The purpose of this lesson is to show teens an example of how weather can become severe. This lesson will help prepare them for a later lesson which discusses the problems, social impacts, and potential solutions for severe weather. At the conclusion of this lesson: Objective Excellent/Mastery Good/Average Needs Improvement (Skill or Knowledge) Can define severe Can name 3-4 defining Can generally describe Cannot clearly define weather and name features of severe severe weather and severe weather and examples weather name 1-2 features. cannot name any features. Describe the Can list 5 facts about a Can list 3 facts about a Can list 1-2 facts about characteristics of a tornado tornado a tornado tornado Can access all of the Can find most of the Requires help to locate Using technology links in the assignments links, but may need the websites. Show some assistance difficulty in following the assignment Showing Application Can demonstrate, Can discuss and classify Needs assistance to calculate and classify with assistance classify any aspect of various aspects of tornados tornados Phase 4: Design Integration Strategies Methods This lesson begins with a lecture which refers to the overview of weather given in Lesson 1. It begins to build links between general weather knowledge and severe weather. Each assignment provides opportunities for discussions and storytelling. This lesson includes interaction with websites, simulations, and videos. The students can work together in groups to design a safety plan for their “household”. Technology They types of technology which will support the students in their learning include the internet, video recordings, and websites. Other tools may include software, art tools, and audio/visual equipment
- 7. during presentations. Students will be able to have a review of the tools and technology to help them prepare for the assignments. Phase 5: Prepare the Instructional Environment Equipment: The lesson requires that each student have individual and group access to a computer with an internet connection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate the students in turn, to give each student some practice time with the assignments. The teacher will need to prepare the classroom by turning on each computer and verifying that the internet is working on each unit. Also, the teacher will need to verify that the lesson links are still active and haven’t been moved since the lesson was devised. Phase 6: Evaluate and Revise Integration Strategies Assignments This lesson includes a written assignment which reflects the work for each website and video. This assignment can be graded. Assessment A quiz can be given which determines how much of the lesson each student retained. The quiz will focus on definitions, safety rules, and scientific data about tornados. Observation Scorecard The teacher can observe the students as they interact with each other. They can also observe how the student progresses with the internet assignments. A scorecard can help the teacher monitor the results of each activity.
- 8. Assignments and Instructional Interactions Watch a Video http://www.fema.gov/kids/v_lib.htm Answer the questions: 3. What were some of the things you saw? 4. What do you think you might feel if you were in a tornado? 5. What types of things might you be concerned about? 6. Why is it important that you understand how tornados form and what their impact might be? Go to: National Earth Science Teachers Association http://www.windows2universe.org/earth/Atmosphere/tornado/formation.html 4. Go to the website 5. Read the information provided about how tornados form 6. Follow four of the links onto the connected pages and read the summaries there 7. Draw your own map which demonstrates what you learned about how tornados form 8. Use the map drawing to write small summaries on the same page of the map. The summaries should describe a few points from each of the links you explored. Go to: USA Today’s Tornado Formation and Safety Tip Interactive Map http://www.usatoday.com/weather/graphics/tornadoes/flash.htm 4. Go to the website 5. Drag the scrubber along each chapter in the simulation which will reveal sections for you to click on and read 6. Write a summary for each section 7. In a final paragraph, describe how this simulation changed your thinking about tornados. Go to: FEMA for Kids Website http://www.fema.gov/kids/tornado.htm 1. Choose two of the stories from the left navigation panel and read them. 2. Describe what makes a room “tornado safe” 3. Describe what a disaster intensity scale is and how it works 4. Stand in front of the class and tell them about the tornado story which impacted you the most
- 9. Sources National Earth Science Teachers Association http://www.windows2universe.org/earth/Atmosphere/tornado.html Federal Emergency Management Agency http://www.fema.gov/kids/tornado.htm USA Today http://www.usatoday.com/weather/graphics/tornadoes/flash.htm Produced by Josh Hatch, Bob Laird, Dave Merrill, Jerry Masemak, and Doyle Rice
- 10. Day 3 Lesson Plan: Reading Weather Maps The purpose of this lesson is to help students become familiar with how to read a weather map. This includes weather symbols and terminology. At the conclusion of this lesson: Objective Excellent/Mastery Good/Average Needs Improvement (Skill or Knowledge) Draw a weather map Map has clearly defined Map has clearly defined Map does not show boundaries and every boundaries but does clearly defined state, county, city in the not show all of the boundaries and little or region is represented details for the region no details about the region Weather Symbols Student can name and Student can name and Student can name and draw the systems and draw the systems and draw the systems and fronts, cloud cover, fronts, cloud cover, fronts, cloud cover, precipitation and precipitation and precipitation and weather, and wind weather, and wind weather, and wind speed with 80% speed with 60% speed with 60% accuracy or better accuracy or better accuracy or less Weather terms Students can define the Students can define the Students can define the identified terms for the identified terms for the identified terms for the class with 80% accuracy class with 60% accuracy class with 60% accuracy or better or better or less Phase 4: Design Integration Strategies Methods This lesson begins with a lecture which introduces the ideas and importance of reading maps. Each assignment provides opportunities for discussions and storytelling. This lesson includes interaction with websites and videos. The students can work together in groups to produce a weather forecast for their assigned state. Technology They types of technology which will support the students in their learning include the internet, video recordings, and websites. Other tools may include software, art tools, and audio/visual equipment during presentations. Students will be able to have a review of the tools and technology to help them prepare for the assignments.
- 11. Phase 5: Prepare the Instructional Environment Equipment: The lesson requires that each student have individual and group access to a computer with an internet connection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate the students in turn, to give each student some practice time with the assignments. The teacher will need to prepare the classroom by turning on each computer and verifying that the internet is working on each unit. Also, the teacher will need to verify that the lesson links are still active and haven’t been moved since the lesson was devised. Phase 6: Evaluate and Revise Integration Strategies Assignments This lesson includes a written assignment which reflects the work for each website and video. This assignment can be graded. Assessment A quiz can be given which determines how much of the lesson each student retained. The quiz will focus on definitions, weather terms and weather symbols Observation Scorecard The teacher can observe the students as they interact with each other. They can also observe how the student progresses with the internet assignments. A scorecard can help the teacher monitor the results of each activity. Assignments and Interactions Go to: http://www.jason.org/digital_library/246.aspx 1. Find the website 2. Create a table which shows the weather symbols and their meanings 3. Draw a map of a country in the world and use the weather symbols to indicate the type of weather they might be experiencing this time of year 4. Put a star next to terms you see all of the time in our own weather reports for our home town Group Project: Producing a Weather Forecast and Presenting to the Class 1. You are assigned to a group and a state 2. Go to www.weather.com and enter the name of your state 3. Study the maps and information given 4. Draw several posters which reflect a map and use weather symbols to indicate the type of weather which is going on for your state 5. Use weather terminology as you describe what type of weather is occurring in each state
- 12. Go to: http://www.ral.ucar.edu/weather/ 1. There are six links sited on the home page. This assignment will help you navigate through each of these links. 2. Select a different state than one you live in now. Perhaps the state of a friend or relative. 3. Go through each link and explore each page. Use a zip code from your chosen state to find out information about that state’s weather. Use the copy/paste features to capture pictures of maps and satellite images as you explore the different scientific aspects of map reading 4. Write a summary of what you learned. Make sure you mention details about what each link showed and perhaps something new you learned or something which surprised you about the links you explored. Sources Jason Science Education Through Exploration, National Geographic, and SEA Research Foundation http://www.jason.org/digital_library/246.aspx Common Weather Symbols and their Meanings The Weather Center www.weather.com The National Center for Atmospheric Research and the National Science Foundation www.ral.ucar.edu
- 13. Day 4 Lesson Plan: Societal Impact of Severe Weather- Tornados Phase 3: Learning Objectives: The purpose of this lesson is to show students the societal impact of tornados. This lesson will enable students to explore the social, economic and environmental damage produced by tornados. At the conclusion of this lesson: Objective Excellent/Mastery Good/Average Needs Improvement (Skill or Knowledge) Can define Can describe 3-4 ways Can generally describe Cannot clearly describe in which our society is 1-2 ways in which our any societal impacts of impacted by severe society is impacted by severe weather. weather. severe weather. Describe the disaster Can list and describe Can list and describe Cannot list or describe coping strategies 75% or more of the 50%-74% of disaster more than 49% of disaster coping and coping strategies disaster coping strategies strategies Can access all of the Can find most of the Requires help to locate Using technology links in the assignments links, but may need the websites. Show some assistance difficulty in following the assignment Showing Application Can demonstrate where Can demonstrate where Needs assistance to find to find information to find information with any information about about disaster relief assistance. disaster relief and and clean-up. clean-up. Phase 4: Design Integration Strategies Methods This lesson begins with a power point presentation which provides an overview of the different types of destruction caused by severe weather using tornados as an example. It begins to build links between what students have learned about tornados in prior lessons with the effects of tornados occurrences. The real focus of this lesson examines how our communities as well as the larger society are affected when faced with the aftermath of a disastrous tornado. Each assignment provides opportunities for discussions, use of technology and personal insight. This lesson includes interaction with websites and
- 14. videos. The students can work together in groups to further explore and develop a more thorough understanding of the cause and effect relationship between the development and demise of tornados. Technology They types of technology which will support the students in their learning include the internet, video recordings, and websites. Other tools may include software, art tools, and audio/visual equipment during presentations. Students will be able to have a review of the tools and technology to help them prepare for the assignments. Phase 5: Prepare the Instructional Environment Equipment: The lesson requires that each student have individual and group access to a computer with an internet connection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate the students in turn, to give each student some practice time with the assignments. The teacher will need to prepare the classroom by turning on each computer and verifying that the internet is working on each unit. Also, the teacher will need to verify that the lesson links are still active and haven’t been moved since the lesson was devised. Phase 6: Evaluate and Revise Integration Strategies Assignments This lesson includes a written assignment which reflects the work for each website and video. This assignment can be graded. Assessment A quiz can be given which determines how much of the lesson each student retained. The quiz will focus on definitions, safety rules, and scientific data about tornados. Observation Scorecard The teacher can observe the students as they interact with each other. They can also observe how the student progresses with the internet assignments. A scorecard can help the teacher monitor the results of each activity.
- 15. Assignments and Instructional Interactions Watch the Videos: http://www.youtube.com/watch?v=faUlmT3MYYU&feature=relmfu http://www.youtube.com/watch?v=uJ5SL2879hU&feature=related Next, go to the website: http://www.apa.org/helpcenter/tornadoes.aspx 1. After viewing the video and reading the web article, write a 1 page journal entry sharing your thoughts on the emotional damage caused by tornados. How would you cope with the loss of your home and all your possessions? 2. With a partner, write a brief dialogue between yourself (partner 1) and a friend (partner 2) who has just been through a violent tornado. What advice would you give your friend on coping with the aftermath of the disaster? 3. With your partner, act out the dialogue you wrote to the class Go to the following websites: http://www.environmentgreen.com/environmental-damage-caused-by- tornadoes.html?utm_source=twitterfeed&utm_medium=twitter http://www.bt.cdc.gov/disasters/tornadoes/after.asp Next, watch the video clip: http://www2.wrbl.com/news/2011/may/18/tornado-cleanup-raising-health-concerns-ar-1860277/ 1. Consider the information you been presented 2. Imagine you are a rescue worker who has arrived on the scene after an extremely destructive tornado has passed through. Write a 3 paragraph summary on your plan of action. How will you begin to survey the damage? What types of environmental dangers might you encounter? What safety precautions will you take to protect yourself against injury or illness? Go to the Websites: http://www.disastercenter.com/tornado/fujita.htm http://thewatchers.adorraeli.com/2011/04/29/the-tornado-damage-scale-in-images/ http://www.spc.noaa.gov/faq/tornado/f0.htm http://www.spc.noaa.gov/faq/tornado/f1.htm http://www.spc.noaa.gov/faq/tornado/f2.htm http://www.spc.noaa.gov/faq/tornado/f3.htm http://www.spc.noaa.gov/faq/tornado/f4.htm http://www.spc.noaa.gov/faq/tornado/f5.htm
- 16. 9. Read the information provided about the type of structural damage a tornado can do 10. In groups, briefly describe an example of the typical structural damage from each ‘category’ of tornado (using the Fujita Scale) 11. Choose one Fujita scale ‘category’ of a tornado (F-0 to F-5). Search the internet for information on a historical tornado occurrence which matches the category you choose. 12. Put together a brief presentation of your historical event using the information from your research to present to the class. Be sure to include some type of audiovisual tool. Go to: http://www.economics.noaa.gov/?goal=weather&file=events/tornado&view=costs 1. Create a table which shows the annual tornado summary for the years 2000-2010. Draw 3 concludsions: Has the cost grown, become smaller, or stayed the same? Which year had the most deaths? Is there a pattern in the statistics? 2. Write a short paragraph which describes the cost of severe weather compared to the region of the country. Can you explain why one region may be impacted more than another? Read the Article: http://politicmo.com/2011/05/28/will-norton-18-killed-by-tornado-on-way-home- from-high-school-graduation/ Go to: http://youtu.be/GNrmzkvA0Lw 1. Write an essay about the human cost in severe weather. Discuss how social media has impacted how society communicates, grieves, heals, and contributes during times of trauma. View the PowerPoint ‘Social Effects of Tornados’. 1. Carefully view the charts and graphs presented in the PowerPoint 2. Complete the assigned worksheet based upon the information provided Sources American Psychological Association http://www.apa.org/helpcenter/tornadoes.aspx youtube http://www.youtube.com/watch?v=faUlmT3MYYU&feature=relmfu http://www.youtube.com/watch?v=uJ5SL2879hU&feature=related http://youtu.be/GNrmzkvA0Lw Environmental Green http://www.environmentgreen.com/environmental-damage-caused-by- tornadoes.html?utm_source=twitterfeed&utm_medium=twitter Centers for Disease Control and Prevention http://www.bt.cdc.gov/disasters/tornadoes/after.asp
- 17. WRBL News Source http://www.bt.cdc.gov/disasters/tornadoes/after.asp The Disaster Center http://www.disastercenter.com/tornado/fujita.htm The Watchers http://thewatchers.adorraeli.com/2011/04/29/the-tornado-damage-scale-in-images/ Scholastic http://teacher.scholastic.com/activities/wwatch/tornadoes/indepth.htm National Oceanic and Atmospheric Administration http://www.economics.noaa.gov/?goal=weather&file=events/tornado&view=costs PoliticM News Article, Eli Yokley Will Norton, 18, Killed by Tornado On Way Home from High School Graduation http://politicmo.com/2011/05/28/will-norton-18-killed-by-tornado-on-way-home-from-high-school- graduation/
- 18. Day 5 Lesson Plan: Unit Wrap-Up: Severe Weather/Tornados Phase 3: Learning Objectives: The purpose of this lesson is to review all of the concepts and facts presented this week. This lesson will enable students to tie together what they have learned about severe weather and its application to the tornado. At the conclusion of this lesson: Objective Excellent/Mastery Good/Average Needs Improvement (Skill or Knowledge) Can define Can describe 3-4 Can generally describe Cannot clearly describe concepts and 2-1 concepts and any concepts and characteristics of severe characteristics of severe characteristics of severe weather. weather. weather. Describe the Can list and describe Can list and describe Cannot list or describe development and 75% or more of the 50%-74% of the more than 49% of the effects of tornados material presented material presented material presented Can access all of the Can find most of the Requires help to locate Using technology links in the assignments links, but may need the websites. Show some assistance difficulty in following the assignment Showing Application Can demonstrate Can demonstrate partial Needs assistance to mastery of content. mastery of content with demonstrate any recall assistance. of content. Phase 4: Design Integration Strategies Methods This lesson begins with a brief review of the concepts and information presented throughout this week. This lesson continues to reinforce and build the connection between severe weather and the It continues to build links between what students have learned about tornados and its relation to severe weather. The real focus of this lesson is to tie together the various aspects of this week’s material, bridging the gap between severe weather and the cause and effect of tornados. Each assignment provides opportunities for discussions, use of technology and personal insight. This lesson includes interaction with websites and videos. The students can work together in groups to further explore and develop a more thorough understanding of the cause and effect relationship between severe weather and the development and demise of tornados.
- 19. Technology They types of technology which will support the students in their learning include the internet, video recordings, and websites. Other tools may include software, art tools, and audio/visual equipment during presentations. Students will be able to have a review of the tools and technology to help them prepare for the assignments. Phase 5: Prepare the Instructional Environment Equipment: The lesson requires that each student have individual and group access to a computer with an internet connection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate the students in turn, to give each student some practice time with the assignments. The teacher will need to prepare the classroom by turning on each computer and verifying that the internet is working on each unit. Also, the teacher will need to verify that the lesson links are still active and haven’t been moved since the lesson was devised. Phase 6: Evaluate and Revise Integration Strategies Assignments This lesson includes a group project where students will be asked to create and present to the class a PowerPoint presentation recapping this week’s material. Students will also complete a comprehensive test. This test will cover the definitions, concepts and ideals presented this week. Assessment Students will be graded both individually and as a group on their performance according to the assignment guidelines to be distributed. Students will also be graded on their mastery of the content covered. Observation Scorecard The teacher can observe the students as they interact with each other. They can also observe how the student progresses with the internet assignments. A scorecard can help the teacher monitor the results of each activity.
- 20. Assignments and Instructional Interactions http://www.youtube.com/watch?v=CoJP_3i9iEs Watch the Video: http://www.youtube.com/watch?v=wOsICmp4eFo&feature=related 1.) While viewing the video, list the types of severe weather you see. 2.) As a class, discuss your answers. Teacher will lead discussion by asking comprehensive questions on material presented throughout the week. Prepare a Group PowerPoint: 1.) As a group, prepare a PowerPoint reviewing the concepts and information you have learned from this week’s unit. 2.) Use the internet to search for facts and additional information to include in your group project. Students must use at least 3 sources for this project. 3.) List 5 questions for the class to answer after the presentation using the information included on your PowerPoint. 4.) Present project to class. Exam: 1.) Students will complete an exam on this week’s unit. The exam will consist of multiple choice, fill in the blank and short answer questions. Final Reflection: 1.) As a class, student will discuss their thoughts and feelings about severe weather and tornados. The teacher will lead the discussion by asking 1.) what did you find the most interesting about this week’s unit? 2.) what did you find least interesting? 3.) has this week’s lesson changed how you feel about severe weather?