Before viewing the video, discuss with students their prior knowledge on hurricanes. Ask the children, "Have you ever seen a hurricane on the news? In person? What did it look like? What effects did it have on the land as well as on the people?" Then, present to the entire whole group the Flocabulary video about hurricanes. After viewing the video, discuss what occurs as a hurricane is forming. In addition, you are going to want to pre-teach the Tier II vocabulary words that the students will need to known as they learn about hurricanes. Once these 15 vocabulary words have been taught, place them along with their definitions on the science word wall. Then, pass out the lyrics from the video to each student. You may want to replay the Flocabulary video again to refresh the student. Individually, have them complete the Hurricane activity sheet which chronologically represents the steps of a hurricane from the beginning stages to the aftermath. Review activity sheet as a whole group.
The 15 Tier II Vocabulary Terms:
- natural disaster
- tropical storm
2 Direct Instruction
In a whole group, the teacher will present this information on the white board or smartboard. Students will be asked to jot down in their science journal bulleted notes to keep as a resource for future assessments and activities within this lesson. With this website, students will review what a hurricane is, learn about how a hurricane is classified (categories 1-5), be introduced to how hurricanes get their name, learn about a past major hurricane in the U.S. (Hurricane Katrina), and learn the difference between a hurricane watch and a hurricane warning.
3 Guided Instruction
The teacher will then introduce an article regarding a hurricanes effects in Palm Beach, Florida. The text also allows the student to compare and contrast a hurricane with another type of disastrous storm, a tornado. Three diverse Lexile level texts will be used for this instruction. The first (1100L) is a on a sixth grade reading level and will be read by my flyers. The next (920L) is on a fifth grade level and will be read by my on level readers. The final text (790L) is on a fourth grade level and will be used by my below level reading students. Once all the groups have gotten a chance to read their article by means of a laptop, students will then complete the four question quiz at the end to assess their learning.
4 Independent Practice
Using this online resource, teachers will have students research the effects of hurricanes in several states within the U.S over the past several years. Students are expected to research 10 states in the U.S. with Maryland being one of them. While researching this information, students will be expected to uncover this information for each state:
- Name of the hurricane
- Date of the hurricane
- State effected by the hurricane
In addition to this, students will view what to do before, during, and after a hurricane. Students will jot down this emergency information in their notebooks in order to devise an action plan to use in the case of a future hurricane or other natural disaster. For instance, here are some specific questions that I would have my students include on their plan:
- What actions should one take before a hurricane to prepare?
- What actions should one take during the storm to prevent oneself from getting hurt?
- What precautions should one take after a hurricane?
With the information on this website as well as the previous information presented during the earlier activities, the action plan should be well constructed and display lots of useful information. This action plan will be completed in groups chosen by the teacher. Groups will create their plans neatly on poster paper and then be expected to present them to the class. Both the plan and the presentation will make up the individual student's grade on this particular assignment.
5 Wrap Up
The teacher will present a review of hurricanes as a whole group on the board in the form of a Kahoot! game. The whole group will be split into two teams to play the game.
Key Standards Supported
|RI.5: Key Ideas and Details|
|RI.5.1||Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.|
|RI.5.2||Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.|
|RI.5.3||Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.|
|Craft and Structure|
|RI.5.4||Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.|
|RI.5.5||Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.|
|RI.5.6||Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.|
|Integration of Knowledge and Ideas|
|RI.5.7||Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.|
|RI.5.8||Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).|
|RI.5.9||Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.|
|Range of Reading and Level of Text Complexity|
|RI.5.10||By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.|
Writing Production and Distribution of Writing Research to Build and Present Knowledge
|W.5: Production and Distribution of Writing|
|W.5.4||Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|W.5.5||With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.|
|W.5.6||With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.|
|Research to Build and Present Knowledge|
|W.5.7||Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.|
|W.5.8||Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.|
|W.5.9||Draw evidence from literary or informational texts to support analysis, reflection, and research.|
|W.5.9a||Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).|
|W.5.9b||Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).|
Key Standards Supported
|HS-ESS3-1||Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.|
|HS-ESS2-1||Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.|
|HS-ESS2-3||Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.|
|HS-ESS2-4||Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.|
|HS-ESS2-5||Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.|
|HS-ESS2-6||Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.|
|HS-ESS2-7||Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.|
|K-ESS2-1||Use and share observations of local weather conditions to describe patterns over time.|
|K-ESS2-2||Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.|
|MS-ESS2-1||Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.|
|MS-ESS2-2||Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.|
|MS-ESS2-3||Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.|
|MS-ESS2-4||Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.|
|MS-ESS2-5||Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.|
|MS-ESS2-6||Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.|