iTeachAZ

Lesson Plan Template (Direct Instruction)

Teachers: Braylee Benjamin

Subject: Science Life Sciences

5th grade

Arizona State Department of Science Standards :

Concept 1: Changes in Environments; Describe the interactions between human

populations, natural hazards, and the environment. PO 1. Explain the impacts of natural
hazards on habitats (e.g., global warming, floods, asteroid or larger meteor impacts).
NGSS Standard:
4-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Common Core State Standards:
Rl.4.1: Refer to details and examples in a text when explain what they text says explicitly and when drawing
inferences from the text. (4-ESS3-2)
Objective (Explicit):

Students will be able to identify how natural hazards impact different habitats looking at

both plants and animals.

Evidence of Mastery (Measurable):

Summative: Students will complete an exit ticket with what they have learned about how natural disasters affect
habitats.
Formative: Students will be answer questions throughout the lesson to gauge learning, as well as fill out
worksheets.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will be able to understand what a habitat is.
Students will be able to identify what a natural hazard is.
Students will be able to give characteristics of different natural hazards.
Key vocabulary:
Materials:
1. Materials on Natural Hazards
1. Habitat the natural environment of
2. Guiding worksheet for poster
an organism; place that is natural for
3. Presentation notes worksheet
the life and growth of an organism.
4. Power point
5. Poster paper
2. Natural Hazards a natural event such as a
6. Markers
flood, earthquake, or hurricane that causes great
damage or loss of life.
3. Tsunamis an unusually large sea wave
produced by a seaquake or undersea volcanic
eruption.
4. Volcanos a vent in the earths crust through
which lava, steam, ashes, etc., are expelled,
either continuously or at irregular intervals.
5. Floods a great flowing or overflowing of water,
especially over land not usually submerged.
6. Wild Fires any large fire that spreads rapidly
and is hard to extinguish
7. Hurricanes a violent, tropical, cyclonic storm
with wind speed about 72 mph or higher
8. Earth Quakes- a series of vibrations induced in
the earths crust by the abrupt rupture and
rebound of rocks in which elastic strain has been
slowly accumulating.
Opening (state objectives, connect to previous learning, and make relevant to real life)

Guided Practice

Today we will be learning how to identify how natural disasters affect different habitats.
Teacher Will:

Student Will:

Engage:
Who here can tell me what a natural
hazard or a natural disaster is?
Good! Lets look at what some of these
natural hazards look like.
Go through the power point with the
different types of hazards the students
will be looking at today.

Students give examples of natural

disasters.

Have the students give

characteristics of the different hazard
pictures.
Ex. Flood: there is water everywhere,
plants look like they are dying, and
animals look like they arent there or
are high in the trees.

Explore:
Okay, now that we know what natural
hazards are, we are going to look at how
they affect habitats.
Using the powerpoint, go over what a
habitat is, showing the picture with
examples.
What is a habitat?
Good! So our activity today is going to
be exploring how these natural hazards
affect habitats. I have 5 categories of
natural hazards we will be looking at
today.
Have the students raise their hand if
they are interested in a certain hazard.
There will be three groups of 5 and two
groups of 4. If the students choices work
out to fit the group sizes, let them go
into their own groups based off what
they want to explore.
If they do split evenly, create groups by
having the students number of 1-5.

Students will reply with the natural home or

environment of an animal, plant, or other
organism

Students will raise their hands for what hazard

they are interested in.

Students will get into groups of 4 or 5. They will

watch as the model and expectations are
explained.

Students will listen to instructions and

understand what is expected of them.

Students will be able to explain what their

activity is.

Each group will get a small packet of

information, a guiding worksheet, and a
poster paper.
Once the students have moved to their
groups, show example of what is
expected of them on their poster with a
personal example.

On your posters, I want you to include

the definition of your disaster. And I
want you to include at least TWO ways it
affects animals, and two ways if affects
plants based off of what you read about
your natural hazard. If, and only if you
finish writing those four ways down, can
you draw a picture of what your hazard
may look like.

Students will start working in their groups on

their posters.

Before the students start working, I will

ask them to retell me what they should
be doing.
Differentiation Strategy
Having pictures of the hazards will help students identify what the hazards look like.
Also, having the descriptions on the power point after the students say them, will help students read the characteristics as well.
I can put struggling students with students who are very helpful and will push those students.
The directions to the poster will be on the page in front of them.

Teacher Will:

Student Will:

I will give the students 15 minutes, with a timer set.

Explanation/Elaboration
I will walk around observing the students working. As well as asking the different
groups questions to ensure I know they understand what they are learning. Questions
may be:
What is the definition of your hazard?

Independent Practice

How do you think it affects habitats? Plants or animals?

After 15 minutes, check where the students are and a show of finger on how much
time they feel they need still.
Once a majority of the groups have finished, they will take turns presenting while their
classmates take notes on their worksheets.
Evaluate:
The students will have to write what they learned overall about natural hazards after
all of the presentations have been performed. One main sentence per hazard type
about what they learned will be their exit ticket.
Example sentence: Today, I learned how natural hazards can ruin plants by killing them
and causing them to come out of the ground.
Collect all worksheets and posters at the end of the lesson.
Differentiation Strategy
Students who struggle with writing can tell me what they have learned and I can write their answers down for them.

Closing/Student Reflection/Real-life connections:

Alright, before we end our lesson, I want to hear from a few of you about what the most
interesting thing you learned about today was
Call on students to share, and ask if there are any final questions.

Name: ____________________________________

Date: ____________________

Please fill out the following worksheet BEFORE beginning your poster.
Name of Natural Hazard: _____________________________________________________________
Definition of Natural Hazard: __________________________________________________________
__________________________________________________________________________________
Characteristics of your hazard (you need at least 4): ________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
How might if affect plants? (You need at least two explanations with reasons why!): ______________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
How might if affect animals? (You need at least two explanations with reasons why!) _____________
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

Name: ______________________________

Date: ___________________________

Please write at least TWO things you learned from your classmates presentations.
Tsunamis: _________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Earth Quakes: ______________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Fires: _____________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Hurricanes: ________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Floods: ____________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Volcanos: __________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Name: _____________________________

Date: ___________________________

EXIT TICKET
Write down one BIG IDEA you learned from all of the presentations today.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Earth Quakes
Earthquakes, also called temblors, can be so tremendously
destructive, its hard to imagine they occur by the thousands every
day around the world, usually in the form of small tremors.
Some 80 percent of all the planet's earthquakes occur along the rim
of the Pacific Ocean, called the "Ring of Fire" because of the
preponderance of volcanic activity there as well. Most earthquakes
occur at fault zones, where tectonic platesgiant rock slabs that
make up the Earth's upper layercollide or slide against each other.
These impacts are usually gradual and unnoticeable on the surface;
however, immense stress can build up between plates. When this
stress is released quickly, it sends massive vibrations, called seismic
waves, often hundreds of miles through the rock and up to the
surface. Other quakes can occur far from faults zones when plates
are stretched or squeezed.
Scientists assign a magnitude rating to earthquakes based on the
strength and duration of their seismic waves. A quake measuring 3
to 5 is considered minor or light; 5 to 7 is moderate to strong; 7 to 8
is major; and 8 or more is great.
On average, a magnitude 8 quake strikes somewhere every year and
some 10,000 people die in earthquakes annually. Collapsing
buildings claim by far the majority of lives, but the destruction is
often compounded by mud slides, fires, floods, or tsunamis. Smaller
temblors that usually occur in the days following a large earthquake
can complicate rescue efforts and cause further death and
destruction.

Loss of life can be avoided through emergency planning, education,

and the construction of buildings that sway rather than break under
the stress of an earthquake.
Floods
There are few places on Earth where people need not be concerned
about flooding. Any place where rain falls is vulnerable, although
rain is not the only impetus for flood.
A flood occurs when water overflows or inundates land that's
normally dry. This can happen in a multitude of ways. Most
common is when rivers or streams overflow their banks. Excessive
rain, a ruptured dam or levee, rapid ice melting in the mountains, or
even an unfortunately placed beaver dam can overwhelm a river and
send it spreading over the adjacent land, called a floodplain. Coastal
flooding occurs when a large storm or tsunami causes the sea to
surge inland.
Most floods take hours or even days to develop, giving residents
ample time to prepare or evacuate. Others generate quickly and with
little warning. These flash floods can be extremely dangerous,
instantly turning a babbling brook into a thundering wall of water
and sweeping everything in its path downstream.
Disaster experts classify floods according to their likelihood of
occurring in a given time period. A hundred-year flood, for example,
is an extremely large, destructive event that would theoretically be
expected to happen only once every century. But this is a theoretical
number. In reality, this classification means there is a one-percent
chance that such a flood could happen in any given year. Over recent
decades, possibly due to global climate change, hundred-year floods
have been occurring worldwide with frightening regularity.
Moving water has awesome destructive power. When a river
overflows its banks or the sea drives inland, structures poorly

equipped to withstand the water's strength are no match. Bridges,

houses, trees, and cars can be picked up and carried off. The erosive
force of moving water can drag dirt from under a building's
foundation, causing it to crack and tumble.
In the United States, where flood mitigation and prediction is
advanced, floods do about $6 billion worth of damage and kill about
140 people every year. A 2007 report by the Organization for
Economic Cooperation and Development found that coastal flooding
alone does some $3 trillion in damage worldwide. In China's Yellow
River valley, where some of the world's worst floods have occurred,
millions of people have perished in floods during the last century.
When floodwaters recede, affected areas are often blanketed in silt
and mud. The water and landscape can be contaminated with
hazardous materials, such as sharp debris, pesticides, fuel, and
untreated sewage. Potentially dangerous mold blooms can quickly
overwhelm water-soaked structures. Residents of flooded areas can
be left without power and clean drinking water, leading to outbreaks
of deadly waterborne diseases like typhoid, hepatitis A, and cholera.
But flooding, particularly in river floodplains, is as natural as rain
and has been occurring for millions of years. Famously fertile
floodplains like the Mississippi Valley in the American Midwest, the
Nile River valley in Egypt, and the Tigris-Euphrates in the Middle
East have supported agriculture for millennia because annual
flooding has left millions of tons of nutrient-rich silt deposits
behind.
Most flood destruction is attributable to humans' desire to live near
picturesque coastlines and in river valleys. Aggravating the problem
is a tendency for developers to backfill and build on wetlands that
would otherwise act as natural flood buffers.

Many governments mandate that residents of flood-prone areas

purchase flood insurance and build flood-resistant structures.
Massive efforts to mitigate and redirect inevitable floods have
resulted in some of the most ambitious engineering efforts ever seen,
including New Orleans's extensive levee system and massive dikes
and dams in the Netherlands. And highly advanced computer
modeling now lets disaster authorities predict with amazing
accuracy where floods will occur and how severe they're likely to
be.
Volcanos
Volcanoes are awesome manifestations of the fiery power contained
deep within the Earth. These formations are essentially vents on the
Earth's surface where molten rock, debris, and gases from the
planet's interior are emitted.
When thick magma and large amounts of gas build up under the
surface, eruptions can be explosive, expelling lava, rocks and ash
into the air. Less gas and more viscous magma usually mean a less
dramatic eruption, often causing streams of lava to ooze from the
vent.
The mountain-like mounds that we associate with volcanoes are
what remain after the material spewed during eruptions has collected
and hardened around the vent. This can happen over a period of
weeks or many millions of years.
A large eruption can be extremely dangerous for people living near a
volcano. Flows of searing lava, which can reach 2,000 degrees
Fahrenheit (1,250 degrees Celsius) or more, can be released, burning
everything in its path, including whole towns. Boulders of hardening
lava can rain down on villages. Mud flows from rapidly melting
snow can strip mountains and valleys bare and bury towns. Ash and
toxic gases can cause lung damage and other problems, particularly

for infants and the elderly. Scientists estimate that more than
260,000 people have died in the past 300 years from volcanic
eruptions and their aftermath.
Volcanoes tend to exist along the edges between tectonic plates,
massive rock slabs that make up Earth's surface. About 90 percent of
all volcanoes exist within the Ring of Fire along the edges of the
Pacific Ocean.
About 1,900 volcanoes on Earth are considered active, meaning they
show some level of activity and are likely to explode again. Many
other volcanoes are dormant, showing no current signs of exploding
but likely to become active at some point in the future. Others are
considered extinct.
Fires
Uncontrolled blazes fueled by weather, wind, and dry underbrush,
wildfires can burn acres of landand consume everything in their
pathsin mere minutes.
On average, more than 100,000 wildfires, also called wildland fires
or forest fires, clear 4 million to 5 million acres (1.6 million to 2
million hectares) of land in the U.S. every year. In recent years,
wildfires have burned up to 9 million acres (3.6 million hectares) of
land. A wildfire moves at speeds of up to 14 miles an hour (23
kilometers an hour), consuming everythingtrees, brush, homes,
even humansin its path.
There are three conditions that need to be present in order for a
wildfire to burn, which firefighters refer to as the fire triangle: fuel,
oxygen, and a heat source. Fuel is any flammable material
surrounding a fire, including trees, grasses, brush, even homes. The
greater an area's fuel load, the more intense the fire. Air supplies the
oxygen a fire needs to burn. Heat sources help spark the wildfire and
bring fuel to temperatures hot enough to ignite. Lightning, burning

campfires or cigarettes, hot winds, and even the sun can all provide
sufficient heat to spark a wildfire.
Although four out of five wildfires are started by people, nature is
usually more than happy to help fan the flames. Dry weather and
drought convert green vegetation into bone-dry, flammable fuel;
strong winds spread fire quickly over land; and warm temperatures
encourage combustion. When these factors come together all that's
needed is a sparkin the form of lightning, arson, a downed power
line, or a burning campfire or cigaretteto ignite a blaze that could
last for weeks and consume tens of thousands of acres.
These violent infernos occur around the world and in most of the 50
states, but they are most common in the U.S. West, where heat,
drought, and frequent thunderstorms create perfect wildfire
conditions. Montana, Idaho, Wyoming, Washington, Colorado,
Oregon, and California experience some of the worst conflagrations
in the U.S. In California wildfires are often made worse by the hot,
dry Santa Ana winds, which can carry a spark for miles.
Firefighters fight wildfires by depriving them of one or more of the
fire triangle fundamentals. Traditional methods include water
dousing and spraying fire retardants to extinguish existing fires.
Clearing vegetation to create firebreaks starves a fire of fuel and can
help slow or contain it. Firefighters also fight wildfires by
deliberately starting fires in a process called controlled burning.
These prescribed fires remove undergrowth, brush, and ground litter
from a forest, depriving a wildfire of fuel.
Although often harmful and destructive to humans, naturally
occurring wildfires play an integral role in nature. They return
nutrients to the soil by burning dead or decaying matter. They also
act as a disinfectant, removing disease-ridden plants and harmful
insects from a forest ecosystem. And by burning through thick

canopies and brushy undergrowth, wildfires allow sunlight to reach

the forest floor, enabling a new generation of seedlings to grow.
Tsunami
A tsunami is a series of ocean waves that sends surges of water,
sometimes reaching heights of over 100 feet (30.5 meters), onto
land. These walls of water can cause widespread destruction when
they crash ashore.
These awe-inspiring waves are typically caused by large, undersea
earthquakes at tectonic plate boundaries. When the ocean floor at a
plate boundary rises or falls suddenly it displaces the water above it
and launches the rolling waves that will become a tsunami.
Most tsunamis, about 80 percent, happen within the Pacific Oceans
Ring of Fire, a geologically active area where tectonic shifts make
volcanoes and earthquakes common.
Tsunamis may also be caused by underwater landslides or volcanic
eruptions. They may even be launched, as they frequently were in
Earths ancient past, by the impact of a large meteorite plunging into
an ocean.
Tsunamis race across the sea at up to 500 miles (805 kilometers) an
hourabout as fast as a jet airplane. At that pace they can cross the
entire expanse of the Pacific Ocean in less than a day. And their long
wavelengths mean they lose very little energy along the way.
In deep ocean, tsunami waves may appear only a foot or so high.
But as they approach shoreline and enter shallower water they slow
down and begin to grow in energy and height. The tops of the waves
move faster than their bottoms do, which causes them to rise
precipitously.
A tsunamis trough, the low point beneath the waves crest, often
reaches shore first. When it does, it produces a vacuum effect that

sucks coastal water seaward and exposes harbor and sea floors. This
retreating of sea water is an important warning sign of a tsunami,
because the waves crest and its enormous volume of water typically
hit shore five minutes or so later. Recognizing this phenomenon can
save lives.
A tsunami is usually composed of a series of waves, called a wave
train, so its destructive force may be compounded as successive
waves reach shore. People experiencing a tsunami should remember
that the danger may not have passed with the first wave and should
await official word that it is safe to return to vulnerable locations.
Some tsunamis do not appear on shore as massive breaking waves
but instead resemble a quickly surging tide that inundates coastal
areas.
The best defense against any tsunami is early warning that allows
people to seek higher ground. The Pacific Tsunami Warning System,
a coalition of 26 nations headquartered in Hawaii, maintains a web
of seismic equipment and water level gauges to identify tsunamis at
sea. Similar systems are proposed to protect coastal areas
worldwide.

Hurricanes
Hurricanes are giant, spiraling tropical storms that can pack wind
speeds of over 160 miles (257 kilometers) an hour and unleash more
than 2.4 trillion gallons (9 trillion liters) of rain a day. These same
tropical storms are known as cyclones in the northern Indian Ocean
and Bay of Bengal, and as typhoons in the western Pacific Ocean.
The Atlantic Oceans hurricane season peaks from mid-August to
late October and averages five to six hurricanes per year.
Hurricanes begin as tropical disturbances in warm ocean waters with
surface temperatures of at least 80 degrees Fahrenheit (26.5 degrees

Celsius). These low pressure systems are fed by energy from the
warm seas. If a storm achieves wind speeds of 38 miles (61
kilometers) an hour, it becomes known as a tropical depression. A
tropical depression becomes a tropical storm, and is given a name,
when its sustained wind speeds top 39 miles (63 kilometers) an hour.
When a storms sustained wind speeds reach 74 miles (119
kilometers) an hour it becomes a hurricane and earns a category
rating of 1 to 5 on the Saffir-Simpson scale.
Hurricanes are enormous heat engines that generate energy on a
staggering scale. They draw heat from warm, moist ocean air and
release it through condensation of water vapor in thunderstorms.
Hurricanes spin around a low-pressure center known as the eye.
Sinking air makes this 20- to 30-mile-wide (32- to 48-kilometerwide) area notoriously calm. But the eye is surrounded by a circular
eye wall that hosts the storms strongest winds and rain.
These storms bring destruction ashore in many different ways. When
a hurricane makes landfall it often produces a devastating storm
surge that can reach 20 feet (6 meters) high and extend nearly 100
miles (161 kilometers). Ninety percent of all hurricane deaths result
from storm surges.
A hurricanes high winds are also destructive and may spawn
tornadoes. Torrential rains cause further damage by spawning floods
and landslides, which may occur many miles inland.
The best defense against a hurricane is an accurate forecast that
gives people time to get out of its way. The National Hurricane
Center issues hurricane watches for storms that may endanger
communities, and hurricane warnings for storms that will make
landfall within 24 hours.