Академический Документы
Профессиональный Документы
Культура Документы
ISTC 667
Storm Troopers
ClassMakeUp
Grade8Science
Firstunitoftheyear.
ClassMakeup(25students)
5IEPschunking,readingthenquestionaftereachparagraph,examplemodelingof
readingandquestionanswers,repetitivedirections,reminderstostayontask,graphic
organizersforinformation,questionsofferedinmultiplyforms,completedgraphic
organizersforcorrectedinformation,teachershouldcirculatetoincludecloseproximity
tostudents,closeproximitytohelpfulpeers,instructionalassistant,wordbanks,
handoutstobeviewedusingaprojectionsystemandInterwritetablets,preferential
seating,useofmanipulativethroughcomputeranimation,pictures/videosviacomputer
animationandpreselectedvideo,visualcues,modeling
3ADHDsameasabove,water/bathroombreakwhenneeded,closeproximityto
teacher,reminderchecksbyteacher,
1Autisticsameasabove,timeoutwhenneeded,quietplaceinroom,extralargespace
towork,preferentialseatingtoneeds
1HearingImpairedpreferentialseating,microphonewithreceivingheadphoneset
Girlstoboysratioclosetoeven
3ELL(2Spanish,1Urdu)graphicorganizers,completedgraphicorganizersfor
correctedinformation,repetitivedirections,closeproximitytoteacher,remindersfrom
teachers,wordbanks
61%FARMS
6AfricanAmerican(4boys2girls)
BaltimoreCountyPublicSchoolsUnifyingUnitScenario
Theindicatorsandobjectiveshavebeenintegratedintooneunifyingunitthatisfocusedaround
thescenarioprovided.Studentsshouldbepresentedwiththescenarioatthebeginningofthe
unit.Inaddition,studentswillmaintainajournal,ForecastersForum,fortheunitinorderto
collectandorganizeinformationthatwillbeneededtocompletetheprojectpresentedinthe
scenario.Arubrichasbeenprovidedandshouldbesharedwithstudentsafterintroducingthe
scenario.
PriorScienceKnowledge
Priortothislesson,studentshavebeentaughtandhavelearnedaboutclimate,theairinthe
atmosphere,heatingandcoolingofmolecules,conduction,convectionandradiationofearth.
Also,informationonthemoonscycles,seasonsonEarth,Earthstides,Earthswind,andthe
watercycle.
Prior Technology Knowledge
Priortothislessonstudentsshouldhavebasickeyboardingandinternetuseskills.
OBJECTIVES:
Maryland Voluntary State Curriculum for science.
Content Standard 3.0 Life Science: The students will use scientific skills and
processes to explain the chemical and physical interactions (i.e. natural forces and
cycles, transfer of energy) of the environment, Earth, and the universe that occur over
time.
E. Interactions of Hydrosphere and Atmosphere #3: Identify and describe the
atmospheric and hydrospheric conditions related to weather systems.
Objectives a. Identify and describe weather patterns associated with high and low
pressure systems and frontal systems.
AASL
Information Seeking Strategy
AASL Standards
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and social and cultural context.
National Educational Technology Standards
3c evaluate and select information sources and digital tools based on the appropriateness for
specific tasks.
Use of Information
AASL Standards
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions,
main and supporting ideas, conflicting information, and point of view or bias.
2.1.1 Apply critical-thinking skills (analysis, synthesis, evaluation, organization) to information
and knowledge.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
National Educational Technology Standards
4c collect and analyze data to identify solutions and/or make informed decisions.
5a advocate and practice safe, legal, and responsible use of information and technology.
Synthesis
AASL Standards
2.1.4 Use technology and other information tools to analyze and organize information.
3.1.4 Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.
National Educational Technology Standards
2a interact, collaborate, and publish with peers, experts or others employing a variety of digital
environments and media.
2b communicate information and ideas effectively to multiple audiences using a variety of media
and formats.
Technology Integration
Online reading webpage
Interactive webpage
Materials Needed
Computer
Projection system
Audio system
Internet Access
Students handout
www.extremestorms.com
www.vastormphoto.com
Exploration
Pre-Assessment: Students will be given before reading assessment about storms that allow them
to agree or disagree with the statement given. Together students and I will go over the answers
and I will pole the number of students who answer agree/disagree to each question to judge their
current understanding and knowledge of storms.
Next, students will read from Prentice Hall Explorer: Weather and Climate, a short passage
about the formation of storms and reassess their answers to the questions justifying how they
found the correct answers on their handout. I will also ask that they indicate the page and
paragraph they gained the information from. Together we will go through and answers these
questions to identify what information should have been found.
Finally, students will complete an organizer to help them map out the progress of storms using a
tornado animation web site provided by the teacher.
http://www.msnbc.com/modules/tornado/default.asp
Post-Assessment: Students will complete the analysis section from their handout which asks
them to assess why the area known as Tornado Alley is named that. This will assess whether
they understand the conditions and geological formation to create tornadoes. They will also
complete question two, which has students analyze a weather report and analyze if a tornado is
actually occurring based upon the information given.
7
Day 2
Explanation
Students will be invited to a computer lab to work on and discover more information about
storms. Using this website, students will work through the different pages provided and answer
questions pertaining to each page. Below is the link for the website.
http://whyfiles.org/013tornado/
Pre-Assessment: Students will discuss with teachers the questions about tornadoes. Some
information should be gained from yesterdays reading and additional answers will be answered
with todays discovery. (See attached handout)
Students will now go to the website and at their own pace complete the associated hand out as it
corresponds to each page of the website.
Post Assessment: A tornado quiz is included in the website. Students will need to return a grade
to teacher once they have completed the online quiz. On their handout is a space to record their
grade. Link is below.
http://whyfiles.org/teachers/013tornado/index.php?g=2.txt
a) India
b) the United States of America
c) Saudi Arabia
d) Bangladesh
2. Which state is NOT in Tornado Alley?
a) South Carolina
b) Kansas
c) Iowa
d) Oklahoma
3. How is the approximate width of a tornado measured?
c) Largest diameter
d) smallest diameter
a) True
b) False
Extension
Students will then be required to complete Forecaster Forum number ten, which is part of a
journaling activity that students complete through out the unit.
10
Forecasters Forum #10: Storms such as hurricanes and tornadoes are known for their strong
winds. Write a statement that you could use in your audition tape that explains the cause of these
strong winds.
An additional activity could include a safety plan that students create for their family. In doing
this they would make sure they have appropriate materials and a safety evacuation.
Another great activity is the interactive website by National Geographic that allows students to
create their own storms using the following link.
http://environment.nationalgeographic.com/environment/natural-disasters/forces-ofnature.html
Students should visit lab, map, and case study pagers in addition to the six found on this site.
Evaluation
Day 1 Post-Assessment: Students will complete the analysis section from their handout which
asks them to assess why the area known as Tornado Alley. This will assess whether they
understand the conditions and geological formation to create tornadoes. They will also complete
question two which has students analyze a weather report and analyze if a tornado is occurring
based upon that information.
Day 2 Post Assessment: A tornado quiz included is included in the website. Students will need
to return a grade to teacher once they have completed the online quiz. A grade area is available
on their handout. The website quiz is below.
11
http://whyfiles.org/teachers/013tornado/index.php?g=2.txt
Final Assessments:
Weather Watchers Take One-students will create a multi day forecast for their final their assigned
city and Baltimore. In their assigned city groups students will create a report that will be video
taped. All information required of assignment and rubric is attached to this document.
Final Test-Students will also complete a final benchmark for this unit which includes 25 multiple
choices and two, three-point brief constructed response questions.
12
STORM TROOPERS
Page_________
After a quick flash of light, you brace yourself for the boom of the thunder. Another thunderstorm seems to have moved
over your area. Hurry up and get off that computer! your mom yells up to you. You quickly print out the latest email youve
received from Stormin Stan, and shut down the computer before the next flash of lightning.
From:StorminStan@teentv.com
To:Weatherwatcherwannabes@school.net
Subject:StormyWeather
Hey weather watcher! Im away from my desk, right now. I decided to head out to Tornado Alley and check out the
weather. Wow, those clouds outside are looking pretty dark. I bet a storms coming this way. Hmm now theres
something you probably havent researched STORMS! In this investigation, you will uncover the mystery of storms
and determine just what it takes for them to form.
As always, this is Stormin Stan the Weather Man asking, Do you have what it takes to be a star?
Objective: Students will examine characteristics of thunderstorms and tornadoes in order to describe
Activity 1
1. Observe the pictures and video footage of various storms provided by your teacher.
2. Predict the atmospheric ingredients necessary for thunderstorms to occur. Record you response in Chart 1, Recipe for a
Thunderstorm.
Chart 1: Recipe for a Thunderstorm
Predicted Atmospheric Ingredients
13
Activity 2
So, now that you have observed some pictures and videos of real-life storms, it is time to read about the
conditions necessary for storms to form.
3. Read each statement below. If you think the statement is true, place a in the Before Reading Agree column. If you think
the statement is false, place a in the Before Reading Disagree column.
BeforeReading
Agree
______
AfterReading
Disagree
______
Agree
Disagree
______
______
______
______
______
______
C. Thunderstorms form when warm air is pushed downward at a warm front. ______
______
______
______
______
14
BeforeReading
Agree
______
AfterReading
Disagree
______
Agree
E. A tornado is more likely to form when a cold, dry air mass from the Gulf ______
of Mexico meets a warm, moist air mass from Canada.
Disagree
______
______
F. Thunderstorms are more likely to occur in spring and summer during the
early morning when the ground is cooler.
______
______
15
CLASS DISCUSSION --Observe the animation describing the formation of a tornado. Complete the sequence chain to
describe the conditions that occur which may lead to the development of a tornado.
_________________ at the surface blow one
http://www.msnbc.com/modules/tornado/default.asp
____________________;
_________________ higher up blow the
surface _______________
______________________ direction.
___________________ to form
_________________________ ,
__________________
_________________ warm
____________ creates an
___________________ which
OR
the tornado may form from the ground
__________________________
16
Analysis
As you review the email, you realize that Stormin Stan mentioned that he was currently in Tornado Alley. A quick search of the
Internet, provides you with the following information on Tornado Alley.
The American Meteorology Society's Glossary of Weather and Climate defines Tornado Alley as: "The area of the
United States in which tornadoes are most frequent. It encompasses the great lowland areas of the Mississippi, the
Ohio, and lower Missouri River Valleys. Although no state is entirely free of tornadoes, they are most frequent in the
Plains area between the Rocky Mountains and Appalachians."
Depending on the time of year, the southern and northern borders of
Tornado Alley extend from about central Texas to Nebraska and
Iowa. This region is where tornadoes spin up most frequently and
where most monster, mile-wide twisters roam.
The map shows the areas included in Tornado Alley.
Adaptedfrom:http://www.usatoday.com/weather/wtorally.htm
andhttp://library.thinkquest.org/C001472/neen/tornadoes/alley.content.html
1. Explain why tornadoes would be more likely to form in the area known as Tornado Alley. Use information from the
investigation to support your response.____________________________________________________________
17
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Stan is sending you audio Oklahoma City where he is on location with a group of local storm chasers.
Hey Weather Watcher. You should be here! Wow, this afternoon heat
and humidity is overwhelming! Summer sure is hot here! There are large
cumulonimbus clouds overhead. The sky is getting dark and the winds
appear to be picking up. Wheww look out! Oh my.
Stans audio message suddenly drops out. Oh, no! you shout to no one in particular. I wonder what happened to Stan. I
hope hes not in trouble.
Determine if the weather conditions described in Stans audio message are favorable for the formation of a tornado.
Use information from the audio message and the investigation to support your response.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_______________________________________________________________________________
Forecasters Forum: Determine if either of the
cities that you selected for your audition tape are
located in Tornado Alley. Research the likelihood of
18
a tornado occurring in either of your cities.
Question
Possible Answers
MORE on TORNADOES
So now that you remember some information lets learn more about tornadoes and how they affect
Earth.
Use this web link provided to start your search http://whyfiles.org/013tornado/
19
Page 1
1. Tornado Alley is ________________________?
2. What causes a tornadoes unique activity?
________________________________________________________
__________________________________________________________________________________________
3. List some of the ingredients needed for a tornado.
20
Page 3
9. The ultimate source of energy that drives a tornado is called the ____________________.
Page 4
10. What is the difference between a Tornado Watch and a Tornado Warning?
Tornado Watch
21
Tornado Warning
22
2. Weather Broadcast
Each group must present a brief weather (3 -5 minute) broadcast for their given city and
Baltimore. The broadcast should include:
forecast for tomorrows weather in the given city
five-day projected weather forecast for the given city
rationale for weather forecast based on understanding of
weather
patterns in United States.
The following Rubric will be used to score your Weather Broadcast and
Weather Report.
Written
USE OF ACCURATE
SCIENTIFIC
TERMINOLOGY
USE OF SUPPORTING
DETAILS
SYNTHESIS OF
INFORMATION
N/A
N/A
LEVEL OF
UNDERSTANDING
N/A
StudentResourceSheetESS
24