Lesson Title: Natural Disasters- State Grade Level: 3rd Date: 4/25/2018

Standard(s) Addressed Unit Goal(s)

Social Studies Standard 5 Bench Mark 3 3-ESS3-1. Make a claim about the merit of a design
Standard 5: Relationships between people, place, solution that reduces the impacts of a weather-
idea, and environments are dynamic. related hazard.* [Clarification Statement: Examples
Bench Marks: of design solutions to weather-related hazards
5.1 The student will recognize and evaluate could include barriers to prevent flooding, wind
dynamic relationships that impact lives in resistant roofs, and lightning rods.]
communities, states, and nations
5.3 The student will investigate the relationship
among people, places, ideas, and/or the
environment and connect those relationships to
contemporary issues.

Essential Question(s) (Optional) Lesson Objective(s) [measured by assessment(s)]

What is a Natural Disaster?
1. The students will investigate a type of
natural disasters and what states it occurs
in.
2. The students will compose a list of things
that the residents who live where these
natural disaster happen do to survive the
natural disasters.
3. The students will determine what type of
housing best fits with their natural
disasters.
4. The students will investigate how a city
recovers from their type of natural disaster.
5. The students will find the most severe case
of their natural disaster in the U.S.

Key Vocabulary and Key Information Where does this lesson fit within the unit?
 Natural Disaster
 State This fits with in the unit because the students are acquiring
 City knowledge about their natural disasters that happen there.
 Residents They also are finding what people do in the state to help
 Housing them survive the natural disaster.
 Recovers
 Severe
Safety Precautions List of Resources/Materials/Technology
Teacher Students
Know the Emergency Exits and Exit plans/ weather plans -Information sheet -Pencil
-iPad/ computer/
tablet for each
student to complete
Webquest
-Webquest

Introduction/Anticipatory Set (Engage)

I will have the students watch a few short videos about the natural disasters they will be researching.
Washburn University, Department of Education 1/30/13
Blizzard https://www.youtube.com/watch?v=H55Os1kRUCI

Earthquake https://www.youtube.com/watch?v=hlePrsXTGxQ&vl=en

Hurricane https://www.youtube.com/watch?v=uw-ts4TvcsY

Tornado https://www.youtube.com/watch?v=FbXvj1mgPdA

Wildfire: https://www.nytimes.com/video/science/100000002861324/the-science-behind-forest-fires.html

Instructional Procedures –Strategies/Activities, Questions-Checks for Understanding – (Explore and Explain)

This can be done in one or two days depending on the amount of time that they need.

1. The Students will watch the videos about natural disasters.

2. Next the students will be put into 4 groups by drawing their names out of a bucket and each group will be assigned
a natural disaster. Earthquake ,Tornado, Hurricane, Wildfire, and Blizzard
3. If there are more than four groups reuse the states, there can be more than one group per state/disaster
4. The students will each get an iPad/ Tablet/ Computer to use to do their research from the websites given on the
Webquest and fill in their information sheet.
5. If the students finish early they may do the extensions below

CFUs
 What are the natural disasters in your state?
 What do people do to survive these disasters?
 What do the houses look like? Why do you think they are built like that?

Extensions, Differentiation, Adaptations – (Extend)

If a group gets done early then they can research other natural disasters or things about their state for their end project in
the unit.
They can also play natural disaster games at
https://www.ready.gov/kids/games/data/dm-english/index.html

Adaptations- if a groups is struggling send them to a website that has all the information

Closure
Have the groups show me their information sheets and the rest of the unit.

Diagnostic Assessment/Pre-test-informal or formal (if applicable)

Unit lesson before this, literacy, will be their informal assessment to see what they know and teach them a little.

Washburn University, Department of Education 1/30/13

 Formative Assessment-informal or formal
Check for Understandings located in instructional procedures

Summative Assessment-informal or formal (if applicable) (Be sure to include rubrics) – (Evaluate)
Their information sheets, house models they will build in another lesson, and information they present to the class at the
end of the unit.

Washburn University, Department of Education 1/30/13