Project GLAD
Norwalk-La Mirada Unified School District
NATURE’S FURY
LEVEL 5
IDEA PAGES
I.
UNIT THEME-Natural Disasters affect us all around the world
 Nature’s Fury
 Weather
 Natural Disasters
 Disaster Preparedness
 People around the world have learned to deal with natural disasters in different ways
II.
III.
IV.
FOCUS/MOTIVATION
 Big Book
 Cognitive Content Dictionary with signal word
 Observation Charts
 Inquiry Charts
 Meteorologist Awards
 Video/DVD/movie
CLOSURE
 Process Charts
 Share Big Books and personal explorations
 Share relief letters for natural disaster victims
 Framed inquiry letter to parents
 Share personal explorations
 Team explorations
CONCEPTS- Grade 5 Standards
SCIENCE
Earth Sciences
3.0
Water on Earth moves between the oceans and land through the processes
of evaporation and condensation. As a basis for understanding this concept:
1.0 Students know most of Earth's water is present as salt water in the oceans,
which cover most of Earth's surface.
2.0 Students know when liquid water evaporates, it turns into water vapor in the
air and can reappear as a liquid when cooled or as a solid if cooled below the
freezing point of water.
3.0 Students know water vapor in the air moves from one place to another and can
form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as
rain, hail, sleet, or snow.
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4.0
V.
4.0 Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by
recycling and decreasing the use of water
5.0 Students know the origin of the water used by their local communities.
Energy from the Sun heats Earth unevenly, causing air movements that
result in changing weather patterns. As a basis for understanding this
concept:
1.0 Students know uneven heating of Earth causes air movements (convection
currents).
2.0 Students know the influence that the ocean has on the weather and the role that
the water cycle plays in weather patterns.
3.0 Students know the causes and effects of different types of severe weather.
4.0 Students know how to use weather maps and data to predict local weather and
know that weather forecasts depend on many variables.
5.0 Students know that the Earth's atmosphere exerts a pressure that decreases
with distance above Earth's surface and that at any point it exerts this pressure
equally in all directions.
CALIFORNIA ELA STANDARDS-GRADE 5
ORAL LANGUAGE/ READING/ WRITING SKILLS - GRADE 5
READING
1.0
Word Analysis, Fluency, and Systematic Vocabulary
Students use their knowledge of word origins and word relationships, as well as
historical and literacy context clues, to determine the meaning of specialized
vocabulary and to understand the precise meaning of grade-level-appropriate
words.
Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with
appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.2 Use word origins to determine the meaning of unknown words.
1.3 Understand and explain frequently used synonyms, antonyms, and
homographs.
1.4 Know abstract, derived roots and affixes from Greek and Latin and use this
knowledge to analyze the meaning of complex words.
2.0
Reading Comprehension
2.1 Understand how text features make information accessible and usable.
2.2 Analyze text that is organized in sequential or chronological order
2.3 Discern main ideas and concepts presented in texts, identifying and assessing
evidence that supports those ideas.
2.4 Draw inferences, conclusions, or generalizations about text and support them
with textual evidence and prior knowledge.
2.5 Distinguish facts, supported inferences, and opinions in text.
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3.0
Literary Response and Analysis
3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author
for a specific purpose.
3.2 Identify the main problem or conflict of the plot and explain how it is
resolved.
3.3 Contrast the actions, motives and appearances of characters in a work of
fiction and discuss the importance of the contrasts to the plot or theme.
3.4 Understand that theme refers to the meaning or moral of a selection and
recognize themes in sample works.
3.5 Describe the function and effect of common literary devices.
3.6 Evaluate the meaning of archetypal patterns and symbols that are found in
myth and tradition by using literature from different eras and cultures.
3.7 Evaluate the author's use of various techniques to influence readers'
perspectives.
WRITING
1.0
Writing Strategies
1.1 Create multiple-paragraph narrative compositions:
a. Establish and develop a situation or plot.
b. Describe setting.
c. Present an ending.
1.2 Create multiple-paragraph expository compositions:
a. Establish a topic, important ideas, or events in sequence or chronological order.
b. Provide details and transitional expressions that link one paragraph to another
in a clear line of thought.
c. Offer a concluding paragraph that summarizes important ideas and details.
1.3 Use organizational features of printed text to locate relevant information.
1.6 Edit and revise manuscripts to improve the meaning and focus of writing by
adding, deleting, consolidating, clarifying, and rearranging words and sentences.
2.0
Writing Applications
2.1 Write narratives:
a. Establish a plot, point of view, setting, and conflict.
b. Show, rather than tell, the events of the story.
2.2 Write responses to literature:
a. Demonstrate an understanding of a literary work.
b. Support judgments through references to the text and to prior knowledge.
c. Develop interpretations that exhibit careful reading and understanding.
2.3 Write research reports about important ideas, issues, or events by using the
following guidelines:
a. Frame questions that direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations.
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2.4 Write persuasive letters or compositions:
a. State a clear position in support of a proposal.
b. Support a position with relevant evidence.
c. Follow a simple organizational pattern.
d. Address reader concerns.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
1.0
Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions
appropriate to this grade level.
1.1 Identify and correctly use prepositional phrases, appositives, and independent
and dependent clauses; use transitions and conjunctions to connect ideas.
1.2 Identify and correctly use verbs that are often misused, modifiers, and
pronouns.
1.3 Use a colon to separate hours and minutes and to introduce a list; use
quotation marks around the exact words of a speaker and titles of poems, songs,
short stories, and so forth.
1.4 Use correct capitalization.
LISTENING AND SPEAKING
1.0
Listening and Speaking Strategies
1.1 Ask questions that seek information not already discussed.
1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and
perspectives.
1.3 Make inferences or draw conclusions based on an oral report.
1.4 Select a focus, organizational structure, and point of view for an oral
presentation.
1.5 Clarify and support spoken ideas with evidence and examples.
1.8 Analyze media as sources for information, entertainment, persuasion,
interpretation of events, and transmission of culture.
2.0
Speaking Applications
2.1 Deliver narrative presentations:
a. Establish a situation, plot, point of view, and setting with descriptive words and
phrases.
b. Show, rather than tell, the listener what happens.
2.2 Deliver informative presentations about an important idea, issue, or event by
the following means.
a. Frame questions to direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations.
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Listening and Speaking (Grades 3-5 California ELD Standards)
Comprehension
Beginning Level:
Speak with few words/sentences
Answer simple questions with one/two word response
Retell familiar stories/participate in short conversations/using gestures
Early Intermediate Level:
Ask/answer questions using phrases/simple sentences
Restate/execute multi step oral directions
Intermediate Level:
Ask/answer questions using support elements
Identify key details from stories/information
Early Advanced Level:
Identify main points/support details from content areas
Advanced Level:
Identify main points/support details from stories & subject areas
Respond to & use idiomatic expressions appropriately
Comprehension, Organization & Delivery of Oral Communication
Beginning Level:
Uses common social greetings
Early Intermediate Level:
Identify main points of simple conversations/stories (read aloud)
Communicate basic needs
Recite rhymes/songs/simple stories
Intermediate Level:
Speak with standard English grammatical forms/sounds
Participate in social conversations by asking/answering questions
Retell stories/share school activities using vocabulary, descriptive words/paraphrasing
Early Advanced Level:
Retell stories including characters, setting, plot, summary, analysis
Use standard English grammatical forms/sounds/intonation/pitch
Initiate social conversations by asking & answering questions/restating & soliciting
information
Appropriate speaking based on purpose, audience, subject matter
Ask/answer instructional questions
Use figurative language & idiomatic expressions
Advanced Level:
Question/restate/paraphrase in social conversations
Speak/write based on purpose, audience, & subject matter
Identify main idea, point of view, & fact/fiction in broadcast & print media
Use standard English grammatical forms/sounds/intonation/pitch
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Reading - Word Analysis (Grades 3-5 California ELD Standards)
Concepts about Print, Phonemic Awareness, Decoding & Word Recognition
Beginning Level:
Recognize familiar phonemes
Recognize sound/symbol relationships in own writing
Early Intermediate Level:
Read orally recognizing/producing phonemes not in primary language
Recognize morphemes in phrases/simple sentences
Intermediate Level:
Read aloud with correct pronunciation of most phonemes
Use common morphemes in oral & silent reading
Early Advanced Level:
Use knowledge of morphemes to derive meaning from literature/texts in content areas
Advanced Level:
Use roots & affixes to derive meaning
Reading - Fluency & Systematic Vocabulary Development
(Grades 3-5 California ELD Standards)
Vocabulary & Concept Development
Beginning Level:
Read aloud simple words in stories/games
Respond to social & academic interactions (simple questions/answers)
Demonstrate comprehension of simple vocabulary with action
Retell simple stories with drawings, words, phrases
Uses phrases/single word to communicate basic needs
Early Intermediate Level:
Use content vocabulary in discussions/reading
Read simple vocabulary, phrases & sentences independently
Use morphemes, phonics, syntax to decode & comprehend words
Recognize & correct grammar, usage, word choice in speaking or reading aloud
Read own narrative & expository text aloud with pacing, intonation, expression
Intermediate Level:
Create dictionary of frequently used words
Decode/comprehend meaning of unfamiliar words in texts
Recognize & correct grammar, usage, word choice in speaking or reading aloud
Read grade level narrative/expository text aloud with pacing, intonation, expression
Use content vocabulary in discussions/reading
Recognize common roots & affixes
Early Advanced Level:
Use morphemes, phonics, syntax to decode/comprehend words
Recognize multiple meaning words in content literature & texts
Use common roots & affixes
Use standard dictionary to find meanings
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Recognize analogies & metaphors in content literature & texts
Use skills/knowledge to achieve independent reading
Use idioms in discussions & reading
Read complex narrative & expository texts aloud with pacing, intonation, expression
Advanced Level:
Apply common roots & affixes knowledge to vocabulary
Recognize multiple meaning words
Apply academic & social vocabulary to achieve independent read.
Use idioms, analogies & metaphors in discussion & reading
Use standard dictionary to find meanings
Read narrative & expository text aloud with pacing, intonation
Reading Comprehension
Beginning Level:
Answer fact questions using one/two word response
Connect simple test read aloud to personal experience
Understand & follow one-step directions
Sequence events from stories read aloud using key words/phrase
Identify main idea using key words/phrases
Identify text features: title/table of contents/chapter headings
Early Intermediate Level:
Use simple sentences to give details from simple stories
Connect text to personal experience
Follow simple two-step directions
Identify sequence of text using simple sentences
Read & identify main ideas to draw inferences
Identify text features: title, table of contents, chapter headings
Identify fact/opinion in grade level text read aloud to students
Intermediate Level:
Orally respond to comprehension questions about written text
Read text features: titles, table of contents, headings, diagrams, charts, glossaries, indexes
Identify main idea to make predictions & support details
Orally describe connections between text & personal experience
Follow multi-step directions for classroom activities
Identify examples of fact/opinion & cause/effect in literature/content texts
Early Advanced Level:
Give main idea with supporting detail from grade level text
Generate & respond to text-related comprehension questions
Describe relationships between text & personal experience
Identify function of text features: format/diagrams/charts/glossary
Draw conclusions & make inferences using text resources
Find examples of fact, opinion, inference, & cause/effect in text
Identify organizational patterns in text: sequence, chronology
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Advanced Level:
Make inferences/generalizations, draw conclusions from grade level text resources
Describe main ideas with support detail from text
Identify patterns in text: compare/contrast, sequence/ cause/effect
Writing Strategies and Applications (Grade 3-5 California ELD Standards)
Penmanship, Organization & Focus
Beginning Level:
Write alphabet
Label key parts of common object
Create simple sentences/phrases
Write brief narratives/stories using few standard grammatical forms
Early Intermediate Level:
Write narratives that include setting and character
Respond to literature using simple sentences, drawings, lists, chart
Write paragraphs of at least four sentences
Write words/simple sentences in content areas
Write friendly letter
Produce independent writing
Intermediate Level:
Narrate sequence of events
Produce independent writing
Use variety of genres in writing
Create paragraph developing central idea using grammatical form
Use complex vocabulary & sentences in all content areas
Write a letter with detailed sentences
Early Advanced Level:
Write detailed summary of story
Arrange compositions with organizational patterns
Independently write responses to literature
Use complex vocabulary & sentences in all content areas
Write a persuasive letter with relevant evidence
Produce writing with command of standard conventions
Advanced Level:
Write short narrative for all content areas
Write persuasive composition
Write narratives that describe setting, character, objects, events
Write multi-paragraph narrative & expository compositions
Independently use all steps of writing process
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Writing Conventions
Beginning Level:
Begin own name and sentences with capital letter
Use period at end of sentence
Early Intermediate Level:
Begin proper nouns & sentences with capital letter
Use period at end of sentence/use some commas
Edit for basic conventions
Intermediate Level:
Produce independent writing
Use standard word order
Early Advanced Level:
Produce independent writing with correct capitals, punctuation, spelling
Use standard word order
Edit for basic conventions
Advanced Level:
Use complete sentences and correct order
Use correct parts of speech
Edit for punctuation, capitalization, spelling
Produce writing with command of standard conventions
Reading Literary Response and Analysis (Grades 3-5 California ELD Standards)
Narrative Analysis of Grade-Level Appropriate Text
Beginning Level:
One/two-word oral responses to factual comprehension questions
Word/phrase oral response identifying characters and settings
Distinguish between fiction & non-fiction
Identify' fairy tales, folk tale, myth, legend using lists, charts, tables
Early Intermediate Level:
Orally answer factual questions using simple sentences
Orally identify main events in plot
Recite simple poems
Orally describe setting of literature piece
Orally distinguish among poetry, drama, short story
Orally describe character of a selection
Intermediate Level:
Paraphrase response to text using expanded vocabulary
Apply knowledge of language to derive meaning from text
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Early Advanced Level:
Describe figurative language (simile, metaphor, personification)
Distinguish literary connotations from culture to culture
Identify motives of characters
Describe themes stated directly
Identify speaker/narrator in text
Identify main problem of plot and how it is resolved
Recognize first & third person in literary text
Advanced Level:
Describe characteristics of poetry, drama, fiction & non-fiction
Evaluate author's use of techniques to influence reader
Describe directly stated & implied themes
Compare & contrast motives of characters in work of fiction
VII. MATH/SCIENCE/SOCIAL STUDIES SKILLS/UNDERSTANDINGS
- Maps, charts and graphs--location, latitude, and longitude
- Study Skills--note taking, highlighting key ideas, use of advance
organizers
- Cause and effect
- Scientific process skills; observe, communicate, compare, categorize,
infer, apply
VIII. VOCABULARY
climate
evaporation
humidity
satellite
barometer
anemometer
hurricane
stratosphere
thunderstorm
atmosphere
troposphere
air pressure
water cycle
front
condensation
wind sock
thermometer
tornado
El Nino
gravity
weather
run-off
ground water
updrafts
eye wall
exosphere
temperature
meteorologist
forecast
air mass
wind
Rain gauge
thermosphere
mesosphere
precipitation
tropical storm
weather balloons
severe
sleet
water vapor
epicenter
fault
earthquake
tectonic plates
volcano
Nature’s Fury: Level 5 CA
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magma
Subduction zone
spreading zone
vortex
typhoon
cyclone
undulating
disaster
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IX.
RESOURCES AND MATERIALS-Non-fiction
Eyes on Adventure: Exploring Natural Disasters-Stella Sands
Hurricanes: Earth’s Mightiest Storms-Patricia Lauber
National Geographic
Natural Disasters: A Chapter Book-Madeline Boskey
Weather-DK Eye Wonder Books
The Nature Companions: Weather Watching-William J. Burroughs
Extraordinary Wild Weather-Scholastic, 2001
Mother Nature Goes Nuts! Amazing Natural Disasters-KLUTZ book
Nature’s Fury; Eyewitness Reports of Natural Disasters-Carole G. Vogel
Volcano: The Eruption and Healing of Mount St. Helens-Patricia Lauber
Can It Rain Cats and Dogs? Questions and Answers About Weather-Melvin & Gilda
Berger
How the Wind Blows-Katherine Marko
Earthquakes and Volcanoes-Usborne Understanding Geography
Twisters and other Wind Storms-Wright Group McGraw-Hill
I Can Read About Weather-Robyn Supraner
LET’S READ-AND-FIND-OUT SCIENCE: Flash, Crash, Rumble, and Roll-Franklyn
M. Branley
Weather Words And What They Mean-Gail Gibbons
The Daily Disaster: Real-Life Stories Of 30 Amazing Disasters: From Earthquakes and
Explosions To Twisters and Tidal Waves-Cormac O’Brien
Weather-David Ellyard
RESOURCES AND MATERIALS-Realistic-fiction
Hurricanes!-Lorraine Jean Hopping
Tornadoes!-Lorraine Jean Hopping
RESOURCES AND MATERIALS-Fiction
Thundercake-Patricia Polacco
Rainbow Bridge- Audrey Wood
The Magic School Bus- Joanna Cole
RESOURCES AND MATERIALS-Textbooks/Reference Materials
Harcourt Science, California Ed.-Grade 5
ScienceSaurus: A Student Handbook-Great Source Education Group
Houghton Mifflin: California Ed.-Grade 5
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RESOURCES AND MATERIALS-Periodicals
Remembering Katrina: A Pictorial Record, August 29, 2005
National Geographic-Janurary 1981, September 2004
The Kate Middleton Elementary School: Portraits of Hope and Courage After KatrinaScholastic
RESOURCES AND MATERIALS-Poetry
Windy Morning- Harry Behn
Poems for Watching Weather- Laurie Israel
RESOURCES AND MATERIALS-Big Books
The Important Thing About Weather
Weather-Gilda & Melvin Berger
COMMUNITY RESOURCES
Local Weather Stations
TECHNOLOGY
www.brainpop.com
www.tornadochasers.com
www.enchantedlearning.com
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I.
II.
Project GLAD
Norwalk-La Mirada Unified School District
NATURE’S FURY
LEVEL 5
UNIT PLANNING PAGES
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Observation Charts
 Meteorologist awards
 Poetry
 Inquiry Charts
 Pre/post mind mapping with webbing
 Videos
 Big Book
 Interest pieces: newspaper
INPUT
 World Map: Natural Disasters
 Input: Layers of the Atmosphere
 10/2 lecture with primary language
 Pictorial Input: Hurricanes
 Narrative Input: Earthquake Terror (HMR, Level 5)
 Read Alouds (National Geographic, expository text)
 Weather experiments—Direct explorations
III.
GUIDED ORAL PRACTICE
 T-graph for social skills
 Exploration Report
 Picture Files-List, Group, Label
 Heads together/process grid
 Mind mapping
 Model Webbing
 Team co-op group evaluation
 Sentence Patterning Chart
 Found Poetry
 Team Tasks
IV.
READING/WRITING
A.
Total Class Modeling
 Group Frames (Teacher uses information from students to model appropriate
frame.)
-Cooperative strip paragraph-Report of information-topic sentence plus
supporting details (expository, metaphors)
-Big Book
-Poetry
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B.
Small Group Reading/Writing Practice
 Team worksheets
 Ear-to-Ear reading
 Focused reading
 Flexible reading groups
 Team tasks
 Group writing process
 Group process grids
 Farmer-in-the-Dell/Sentencing Patterning Chart
 Interactive reading
C.
Individual Activities-Portfolio
 Paragraph Writing
 Cognitive Content Dictionary
 Poetry Writing
 Interactive journal writing
 Learning Logs
D.
Writer’s Workshop
 Mini Lesson
 Plan, write, revise, edit, publish
 Conferences
 Author’s Chair
 V. REINFORCEMENT/EXTENSION ACTIVITIES
 Poetry
 Read Aloud
 Newspaper interest pieces
 Total Room Environment
VI.
DAILY ACTIVITIES
 Read Aloud
 Silent Sustained Reading/Book Sharing
 Silent Sustained Writing
 Listening Activities
 Oral Language Activities
 Daily News/Interest Piece
 Personal Interaction
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VII.
CLOSURE
 Focused Reading
 Process Inquiry Chart
 Reading Big Books, share individual poetry
 Personal Exploration with rubric
 Student generated text
 Student Portfolios
Nature’s Fury: Level 5 CA
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Project GLAD
Norwalk La Mirada Unified School District
NATURE’S FURY
LEVEL 5
SAMPLE DAILY LESSON PLAN
DAY 1:
FOCUS/MOTIVATION
 Super Scientist Awards
 Cognitive Content Dictionary with Signal Word (meteorologist)
 Scientist Reinforcement
 Observation Charts
 Inquiry Chart
 Big Book
 Chant-Weather Bugaloo
INPUT
 Graphic Organizer-World Map
-10/2 Lecture, primary language groups
-Learning Log
-ELD Review
FOCUS/MOTIVATION
 Poetry, chanting-Storms here, storms there
INPUT
 Pictorial Input: Layers of the Atmosphere
-10/2 Lecture, primary language
-Learning Log
ELD Review
GUIDED ORAL PRACTICE
 T-Graph-cooperation
 Picture File activities—list, group, label
 Exploration Report
FOCUS/MOTIVATION
 Poetry, chanting
INPUT
 Pictorial Input: Hurricanes
-10/2 lecture, primary language
-Learning Log
-ELD Review
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FOCUS/MOTIVATION
 Chant
READING/WRITING
 Writer’s Workshop
-mini lesson
-write
-author’s chair
CLOSURE
 Journal Writing
 Home/School Connection
DAY 2:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Process Home/School Connection
 Review Input Charts with Word Cards
-World Map
-Layers of the atmosphere
-Hurricanes
-10/2
 Chant-Highlight Words
 Poetry/songs-highlight from Day 1
INPUT
 Narrative Input: Earthquake Terror (HMR, Level 5)
-10/2 with primary language
FOCUS/MOTIVATION
 Chant-Yes Ma’am
GUIDED ORAL PRACTICE
 Flexible Groups—Experts
 Team Tasks
READING/WRITING
 Interactive Journals
 Writer’s Workshop
-mini lesson
-write
-author’s chair
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CLOSURE
 Home/School Connection
DAY 3:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Process Home/School Connection
 Interest Pieces: Newspaper
 Reread Big Book
 Chant-highlight, sketch, picture file
 Review Narrative Input with word cards and conversation bubbles

INPUT
 Mind Map: Hurricanes

GUIDED ORAL PRACTICE
 Flexible Groups: Experts
 Team Tasks
 Sentence Patterning Chart
-read
-trade
-flip chant

READING/WRITING
 Process Grid
 Coop Strip Paragraph
-respond, revise, edit
 Interactive Journals

CLOSURE
 Team Sharing-process T-Graph
 Chant
 Home/School Connection
DAY 4:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with signal word/self-selected vocabulary
 Process Home/School Connection
 Interest Piece
 Chant—highlight words, sketch, picture files
 Review Narrative Input with story map
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GUIDED ORAL PRACTICE
 Chants
 Listen and Sketch: Rainbow Bridge
 Strip Book
READING/WRITING
 Flexible Group Reading
- ELD story retell--emergent
-Clunkers and Links (at or above grade level)
-Team Tasks
 Writer’s Workshop
-Mini-lesson
-write
-author’s chair
CLOSURE
 Home/School Connection
DAY 5:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with self-selected vocabulary
 Process Home/School Connection
READING/WRITING
 Flexible Group Reading
-Struggling/Emergent with Co-op Strip Paragraph
-Team Tasks: evaluation, presentation
 Ear to Ear Reading with poetry booklet
 Focused Reading with Cognitive Content Dictionary
 Found Poetry
 DRTA
CLOSURE
 Process Inquiry Chart
 Team Feud Game
 Evaluate week
 Letter home
Nature’s Fury: Level 5 CA
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THE IMPORTANT BOOK
ABOUT
Weather
Written by
Robyn Supraner, J. Kerr, B. Koehm, and L. Fisher
Illustrated by J. Kerr, B. Koehm, and L. Fisher
Nature’s Fury: Level 5 CA
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The important thing about weather is that it changes from
day to day and season to season, and the components are
always water, heat, and air.
All of our weather begins with the sun. The sun gives us
heat. Sunshine warms everything it touches. You can feel the
heat on a sunny day at the beach. On a hot day, you can feel
the heat when you go down the slide after it has been baking
in the sun.
When the sun shines, something else happens.
rivers, and oceans grow warmer.
Lakes,
Ponds and pools grow
warmer, too. A wet towel left stretched out in the sunshine
soon dries. Puddles dry up. The water seems to disappear.
The warm water is changing into a gas called water vapor.
This is called evaporation. The hotter the sun is, the faster
the water evaporates.
It does not really disappear.
It
becomes an invisible part of the air. The warm air, with water
vapor in it, raises high above the earth, where the air is cool.
This movement of the air creates the wind. As the warm air
rises to where the air is cool, something important happens.
Nature’s Fury: Level 5 CA
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The water vapor in the air changes into millions of tiny drops
of water. The droplets bunch together. They make a cloud.
But, the important thing about weather is that it changes
from day to day and season to season, and the components are
always water, heat, and air.
The important thing about weather is that it changes
from day to day and season to season, and the components are
always water, heat, and air.
There are many kinds of clouds. Each sort of cloud can
help us tell what the weather will be.
Soft, fluffy clouds that look like puffs of cotton are
called cumulus (KEW-mew-lus) clouds. When cumulus clouds
sail the sky, the weather will be fair. It is a good day for a
picnic.
Clouds that look feathery are called cirrus (SEER-us)
clouds. They are thing and wispy. They float so high in the
sky that they usually have ice crystals in them. Cirrus clouds
are fair-weather clouds.
Nature’s Fury: Level 5 CA
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Cirrostratus (seer-oh-STRAT-us) clouds are also high in
the sky. They look like thin, whitish sheets. When you see
cirrostratus clouds, you had better pack an umbrella in your
picnic basket. The weather just might change from fair to
rainy!
But, the important thing about weather is that it changes
from day to day and season to season, and the components are
always water, heat, and air.
The important thing about weather is that it changes
from day to day and season to season, and the components are
always water, heat, and air.
As millions and millions of water droplets gather
together, the clouds get bigger and bigger.
After a while,
they begin to turn gray, or even black. Eventually, the drops
of water get too heavy to stay up in the clouds. They fall
back to earth, and we have rain!
Sometimes we have a light rain. But sometimes the rain
comes pouring down, and the streets fill up like rivers.
Nature’s Fury: Level 5 CA
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Dark and heavy clouds are called cumulonimbus (KEWmew-low-NIM-bus) clouds. When you see them, they tell you
bad weather is on the way.
Sometimes, high up in the air, the water vapor gets so
cold that it freezes into beautiful, frosty crystals.
These
crystals are called snowflakes. When they fall, we have snow.
But, the important thing about weather is that it changes
from day to day and season to season, and the components are
always water, heat, and air.
The important thing about weather is that it changes
from day to day and season to season, and the components are
always water, heat, and air.
Weather is an important part of our lives. A scientist
who studies the weather is called a meteorologist (mee-teeuh-RAHL-uh-jest). A meteorologist studies the air, wind, and
rain, and makes forecasts about the weather.
Meteorologists work together from worldwide weather
stations.
These
stations
have
many
different
tools.
Thermometers measure how hot or cold the air is. Weather
Nature’s Fury: Level 5 CA
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vanes tell the direction from which the wind is blowing. Some
weather stations use radar to find faraway places where rain
is falling.
Weather balloons are used to find out weather
conditions high in the air.
They send back radio messages
measuring temperature and how wet the air is.
Another important tool is the satellite.
It carries
television cameras that take pictures of the earth. Clouds,
snow, and ice can be seen in these pictures, which are sent
back to weather stations on the ground.
When all the
information is gathered, meteorologists put it into a computer
to form a weather forecast. Many people depend on knowing
what the weather will be.
But, the important thing about weather is that it changes
from day to day and season to season, and the components are
always water, heat, and air.
The important thing about weather is that it changes
from day to day and season to season, and the components are
always water, heat, and air.
Nature’s Fury: Level 5 CA
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Meteorologists also work to predict storms that may
cause damage.
Hurricanes, tornadoes, and blizzards are
powerful storms.
In a hurricane, winds blow at 75 miles (121 kilometers)
per hour or more.
Heavy rains and huge waves can cause
flooding.
Tornadoes are nature’s most violent storms. A tornado
may form during a thunderstorm, destroying everything in its
path. The tornado’s winds swirl at 400 miles (640 kilometers)
per hour in a shape that looks like a giant funnel.
But, the important thing about weather is that it changes
from day to day and season to season, and the components are
always water, heat, and air.
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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Nature’s Fury: Level 5 CA
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Nature’s Fury: Level 5 CA
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Nature’s Fury: Level 5 CA
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Nature’s Fury: Level 5 CA
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Nature’s Fury: Level 5 CA
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STORMS HERE, STORMS THERE...
Storms here, storms there
Storms, storms everywhere!
Violent storms pounding,
Furious storms whirling,
Ominous storms lurking,
And destructive storms demolishing.
Storms above the ocean,
Storms near the tropics,
Storms inside the troposphere,
And storms around the world.
Storms here, storms there
Storms, storms everywhere!
STORMS! STORMS! STORMS!
-J. Kerr, B. Koehm, L. Fisher ‘06
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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WEATHER BUGALOO
I’m a meteorologist and here to say,
I study weather patterns every day.
I make observations and check the satellite,
And make my forecast on the news at night.
Storms, clouds, precipitation too,
Doing the meteorologist bugaloo!
I’m looking up and what do I spy?
Lots of different types of clouds in the sky.
Cirrus clouds are white like a feather,
When they get thicker it means warmer weather.
Storms, clouds, precipitation too,
Doing the meteorologist bugaloo!
Stratus clouds are gray, layered and low,
They sometimes can give us rain or snow.
Cumulus clouds are puffy and round,
After you’ve seen then good weather can be found.
Storms, clouds, precipitation too,
Doing the meteorologist bugaloo!
Some kinds of precipitation you should know,
Are rain, hail, sleet and snow.
Hurricanes and tornadoes come on so fast,
You’d better stay tuned to your weather forecast.
Storms, clouds, precipitation too,
Doing the meteorologist bugaloo!
-C. Woita, J. Kerr, B. Koehm, L. Fisher, ‘06
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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YES MA’AM CHANT
Is this a thunderstorm?
Is this a thunderstorm?
How do you know?
How do you know?
How did it start?
How did it start?
Where are they found?
What are the signs?
What are the signs?
Yes Ma’am!
Yes Ma’am!
Anvil-shaped thunderhead
Heavy rain, lightning and thunder
Warm and humid air pushed high
Precipitation and cool air
All around the world
Electricity travels as lightning
Expanding air is the sound of
thunder
Is this a hurricane?
Is this a hurricane?
How do you know?
How do you know?
How did it start?
How did it start?
Why are they unique?
Give me some examples:
What are the signs?
What are the signs?
Yes Ma’am!
Yes Ma’am!
Strong and prevailing winds
Torrential rainfall
Winds 74 miles per hour
Above warm, ocean water
The eye is calm and cloudless
Cyclones and Typhoons!
Colossal waves across the ocean
Storm surges onto land
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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Is this a twister?
Is this a twister?
How do you know?
How do you know?
How did it start?
How did it start?
Where are they found?
Why are they unique?
What are the signs?
What are the signs?
Yes Ma’am!
Yes Ma’am!
Swirling funnel-cloud
Most powerful winds on Earth!
Severe thunderstorm
Warm and cool air collide
Along Tornado Alley
Last just a few minutes
Ominous, inky clouds
Damage and debris
Is this an earthquake?
Is this an earthquake?
How do you know?
How do you know?
How did it start?
How did it start?
Where are they found?
Why are they unique?
What are the signs?
What are the signs?
Yes Ma’am!
Yes Ma’am!
A sudden jolt near the fault
Upheaval of Earth’s crust
Plates moving and shifting
Too much pressure underground
Along the San Andreas Fault
Tremors near the epicenter
Undulating ground for miles
Devastation and debris
-J. Kerr, B. Koehm, L. Fisher, ‘06
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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WATER CYCLE CHANT (Ants Go Marching)
The sun is warming up the ocean
The sun warms up lakes, rivers and streams
Water changes to gas called vapor,
High in the atmosphere it will gather,
Evaporation is the name of the process.
Oh, no. Oh, no.
Oh, no. Oh, no.
Clouds are forming up high in the air
Clouds are forming up high in the air
The air gets cooler and liquid drops form,
They gather together and form a cloud,
This is known as condensation.
Oh, no. Oh, no.
Oh, no. Oh, no.
Oh, no.
Oh, no.
Precipitation is coming down
Oh, no. Oh, no.
Precipitation is coming down
Oh, no. Oh, no.
Clouds grow heavy and gravity pulls down,
The end result is rain, sleet or snow,
Run-off and ground water end up in the ocean. Oh, no.
-J. Kerr, B. Koehm, L. Fisher, ‘06
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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THUNDER AND LIGHTNING CHANT
(sung to “Pop Goes the Weasel”)
When a storm begins in the clouds,
It sometimes may look frightening.
You see a quick electrical spark-Flash! goes the lightning!
Long and thin and streaky and fast,
Its glow is oh so brightening.
Watch for the electric spark-Flash! goes the lightning!
When a strom begins in the clouds,
It truly is a wonder.
You hear a rumble loud in the sky-Clap! goes the thunder!
Lightning bolts are heating the air,
Over clouds and under.
When the air expands enough-Clap! goes the thunder!
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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VOLCANO POETRY
Volcanoes here, Volcanoes there
Volcanoes, Volcanoes everywhere!
Dormant volcanoes slumbering,
Violent volcanoes erupting,
Swelling volcanoes spewing steam and ash,
And fissure volcanoes venting.
Volcanoes under the ocean,
Volcanoes near shifting plates,
Volcanoes around the “Ring of Fire”,
And volcanoes at mountain summits.
Volcanoes here, Volcanoes there
Volcanoes, Volcanoes everywhere!
VOLCANOES, VOLCANOES, VOLCANOES!
-J. Kerr, ’04
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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TORNADOES (Sound Off)
I just know ‘cause I’ve been told,
Destruction is caused by tornadoes.
The whirling air is funnel-shaped,
A funnel-cloud is what it makes.
Sound off—Funnel-Cloud
Sound off—Rotating
Sound off—1, 2, 3, 4, Tornadoes!
Jagged lightning electricity,
Collide with sizzling intense heat.
On the prairies and in the towns,
Severe tornadoes knock everything down.
Sound off—Jagged
Sound off—Sizzling
Sound off—1, 2, 3, 4, Tornadoes!
-P. Briones, ’06
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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EARTHQUAKE SHAKE
(To tune of “B-I-N-G-O”)
One day while sitting on my bed,
I felt a violent earthquake,
E-A-R-T-H
Q-U-A-K-E
S-H-A-K-E
The Earth it was a shakin’!
The impact made a giant jolt,
From the fault in the plates,
E-A-R-T-H
Q-U-A-K-E
S-H-A-K-E
The Earth was undulating!
Windows shuddered, shook and crunched,
Debris is all around me,
E-A-R-T-H
Q-U-A-K-E
S-H-A-K-E
Tectonic plates were shifting!
Devastation changes lives,
From the ground’s upheaval,
E-A-R-T-H
Q-U-A-K-E
S-H-A-K-E
Watch out for mild aftershocks!
-J. Kerr, B. Koehm, L. Fisher, ’06
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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Project GLAD
Home/School Connection - Nature’s Fury: Weather #1
Weather Interview:
Ask a member of your family (mom,dad aunt, uncle, grandparent) if they
remember any stories or sayings about the weather. What have they heard or what
do they remember? Write and/or sketch what you talked about.
Student:_________________________________________________
Parent Signature:___________________________________________
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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Project GLAD
Home/School Connection - Nature’s Fury: Weather #2
Ask your parents if they have ever experienced a powerful, or severe storm.
What kind of storm was it? What do they remember? Then, tell them what we
have learned about wild weather. Write and/or sketch what your parents tell you
below.
Student:_________________________________________________
Parent Signature:___________________________________________
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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Project GLAD
Home/School Connection - Nature’s Fury: Weather #3
Talk with your family about any natural disasters they remember from the
news (current or past). Natural disasters can include hurricanes, tornadoes,
earthquakes, tsunamis, floods, etc. Write and/or sketch them here.
Student:_________________________________________________
Parent Signature:___________________________________________
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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Project GLAD
Home/School Connection - Nature’s Fury: Weather #4
Tell your family 5 things about a hurricane. Sketch and/or write what you told
them.
Student:_________________________________________________
Parent Signature:___________________________________________
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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EXPERT GROUPS: TORNADOES
FORMATION / DESCRIPTION
A tornado is an intense windstorm that often forms within a severe
thunderstorm. Tornadoes have many names, including whirlwinds and twisters.
These high-speed, spiraling winds roar past in just a few minutes, but leave behind
them a trail of destruction.
Meteorologists are not yet certain precisely how tornadoes are formed.
They seem to develop at the base of thunderclouds during storms, as warm, moist
air rises from the ground and passes through a mass of colder air at the bottom of
the cloud. Somehow this draws winds that are already circulating around the storm
into a high-speed whirl. The pressure at the center of a tornado is much lower than
that outside. This creates a funnel, or vortex, which acts like a giant vacuum
cleaner, sucking up anything in its path.
LOCATION FOUND
Tornadoes are most commonly found far from the ocean, in the central midwestern states. This area of the Great Plains from northern Texas through North
and South Dakota has hundreds of Earth’s most violent storms each year. This
area is known as “Tornado Alley”.
Nature’s Fury: Level 5 CA
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RESULTS
The winds of a tornado spin in a column of air that extends from the bottom
of a thundercloud. The swirling updrafts can reach speeds of 300 mi/hr. When a
tornado touches the ground, its winds can tear houses apart, wrap cars around trees,
and kill or injure any living thing in their path. A violent tornado can devastate a
whole community, destroying all the buildings in its path. Most of the world’s
destructive tornadoes occur during the summer in the midwestern states of the US,
where cold air from Canada in the north sits on top of warm, moist air from the
Gulf of Mexico to the south.
SPECIAL FEATURES
When a tornado passes over a lake or the sea, the updraft at its center sucks
up water, forming a waterspout. The wind speeds inside a waterspout are much
less than in ordinary tornadoes--as low as 50 miles/hour--partly due to the weight
of the water they carry. Waterspouts sway over the waves like a snake. Sailors in
ancient times thought that waterspouts were sea monsters who had come to devour
their ships.
PRECAUTIONS
The main danger from a tornado is the powerful winds. If a tornado is
approaching, find shelter in a basement or tornado cellar. If you are not near a
basement, find shelter in a ditch, ravine or cave. Cover your head with your arms.
Stay away from cars, mobile homes and other objects that might be flipped over or
thrown by winds. If you are indoors, stay clear of outside walls, windows and
doors.
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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EXPERT GROUPS: THUNDERSTORMS
FORMATION / LOCATION FOUND
Thunderstorms occur all the time all around the world. A thunderstorm
can be a very strong storm with a lot of rain, thunder and lightning. A
thunderstorm begins to form when warm, humid air is pushed high into the
atmosphere. As the warm air is pushed upward, it begins to cool and a cloud
forms. This forms tall cumulonimbus clouds called thunderheads.
Soon the weight of the condensed water vapor becomes too much for the air
to support. The water falls to the ground as precipitation, pulling cool air with it.
The precipitation and cool air moving downward through a thundercloud stop
warm air from moving up into the cloud. Sometimes however, the cool air rushing
down to the Earth’s surface pushes more warm air upward to form another
thundercloud. These clouds can produce a huge amount of rain in just a few
minutes. Most thunderstorms are over within an hour.
DESCRIPTION
Thunderstorm updrafts can carry moisture all the way to the edge of the
stratosphere where it forms a flat-top anvil-shaped cloud. Falling ice crystals
gather water droplets that freeze to form a coating around them. The lumps--called
hailstones--are carried upward by updrafts and fall again. Each time this happens,
the hailstones get bigger.
Nature’s Fury: Level 5 CA
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SPECIAL FEATURES
As the warm and cold air collide, electric charges build up in the cloud. The
charges increase until they are so strong that electricity travels through the air as
lightning. The air along the path of a lightning bolt is heated to temperatures that
can be greater than 28,000 C. This intense heat makes the air expand so fast that
the shock waves make the sound of thunder.
RESULTS
Thunderstorms are severe storms. Lightning associated with thunderstorms
can injure or kill people, cause fires and damage property. Thunderstorms can also
cause flooding, have damaging winds and be associated with hailstorms. There is
also a possibility of tornadoes.
PRECAUTIONS
If you are inside during a thunderstorm, stay there. If you are outside, try to
take shelter. If possible, get into a closed vehicle. If you can’t take shelter, get
into a ditch or low area to prevent being hit by lightning. Remember to stay away
from tall objects such as trees and telephone polls, as well as avoiding water.
Lightning is attracted to water and water conducts electricity. Listen for weather
bulletins and updates.
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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EXPERT GROUPS: EARTHQUAKES
FORMATION / DESCRIPTION
An earthquake happens when tectonic plates, huge slabs of rock, move
against each other deep below Earth’s surface. The tectonic plates touch at a fault.
A fault is a crack in Earth’s crust.
The rock slabs do not move slowly and steadily along the fault. Instead they
stick together until the forces pushing on them become very great. Then one of the
slabs suddenly moves a short distance. The focus is the point deep below the
surface where the earthquake starts. Once the earthquake starts, it produces waves
in the crust like ripples in a pond. These waves move out in all directions from the
focus. The epicenter is the point on Earth’s surface directly above the focus.
RESULTS
In some places, land may drop during an earthquake. In other places, land
may rise. So earthquakes can build up or destroy land. When the shaking starts,
there is no way of knowing how long it will go on or how severe it will be. All
earthquakes are not alike. Some release more energy than others. Some are more
destructive than others.
The longest tremor ever recorded, the Alaskan earthquake of March 27,
1964 lasted four minutes but most quakes last less than a minute. In those brief
moments, homes, stores, even entire cities are destroyed. The ground may appear
to move like waves and great cracks may open in the ground. Sometimes, despite
powerful shaking, the rocks at the surface may not show any signs of the
earthquake. For months after a quake, people may feel unsettling aftershocks-small tremors that follow a major earthquake.
Nature’s Fury: Level 5 CA
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SPECIAL FEATURES
In 1935, an American scientist named Charles Richter developed a way of
comparing the strengths of earthquakes. His invention is called the Richter Scale.
Charles Richter compared the sizes of local earthquakes by using the tracings of
the shaking which are recorded on seismographs. Earthquakes are measured by
the Richter Scale on a scale of 1-9. A 2 on the Richter Scale is felt by people at
rest. An earthquake with the strength of a 7 is felt by all people. It may be
difficult to stand; furniture will break and buildings will lose plaster and bricks. A
strength of a 9 on the Richter Scale is very rare, however if it does occur it causes
extensive damage. Nearly all built structures above and below ground are
destroyed, waves can be seen and objects are thrown into the air.
LOCATION FOUND
Most earthquakes and volcanoes occur at or near the boundaries between
plates. Movements at the boundaries can produce earthquakes. The most famous
fault is the San Andreas Fault, located in California.
PRECAUTIONS
If you are indoors during an earthquake, take cover under a heavy desk or
table. Stay away doorways, windows and heavy objects that might fall. If you are
outdoors, stay outdoors and move away from buildings and telephone wires. After
an earthquake, continue to watch for falling objects as aftershocks shake the area.
Have adults check buildings for structural damage and inspect gas, electric and
water lines.
Nature’s Fury: Level 5 CA
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EXPERT GROUPS: VOLCANOES
FORMATION / DESCRIPTION
Temperatures are so high at the bottom of Earth’s crust that rocks melt.
Melted rock below Earth’s surface is called magma. As magma heats and
expands, it pushes in all directions. It moves to Earth’s surface where the crust is
weakest. Many weak places exist where Earth’s rocky plates meet. At these
places, magma may shoot or pour out of the surface in an eruption. Magma that
reaches the surface is called lava. An eruption can also throw hot boulders, ash,
gases, and cinders into the air. A volcano is a mountain built up from hardened
lava, rocks, an dash that erupted out of Earth.
SPECIAL FEATURES
Earth’s crust is not one solid piece. It is broken into sections, like a cracked
eggshell. The sections are called plates. The plates are always moving, although
very slowly.
Some plates crunch into each other. These are called subduction zones.
Others move away from each other, also known as the spreading zone. Most
earthquakes and volcanoes occur at or near the boundaries between plates.
Movements at the boundaries can produce earthquakes. Weak spots in the crust at
the boundaries can allow melted rock to reach the surface. These weak spots are
given the name “hot spots.” The Hawaiian islands were formed by hot spots
underneath the ocean and are part of a chain of volcanoes known as the Ring of
Fire.
Nature’s Fury: Level 5 CA
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LOCATION FOUND / RESULTS
Some eruptions occur slowly. The volcanoes of Hawaii produce slow
eruptions. These are known as shield volcanoes. The magma rises to the surface
and forms lakes of lava. During an eruption, the lakes overflow and lava flows
down the sides of the volcano.
Other eruptions occur quickly as explosions. Mount St. Helens is a volcanic
mountain, known as a compositive or strato-volcano, in the Cascade Range in
Washington State. In 1980, the mountain exploded. Magma and gases had built
up and were trapped inside the mountain. The pressure grew to be enormous. It
became so great that in an instant it blew away one side of the mountain. The
explosion was so powerful that it knocked down trees 25 kilometers away. It shot
steam and ash 20 kilometers into the sky.
RESULTS / PRECAUTIONS
Lava which flows from an erupting volcano destroys the land and property it
engulfs, but rarely causes deaths or injuries. This is because lava moves quite
slowly and people have time to move away. The best thing to do is evacuate the
area of eruption immediately. Scientists have created hazard maps that shows the
areas which are likely to be in danger during an eruption from a particular type of
hazard, such as a lava-flow or mudflow. If you live near a volcano, pay attention
to hazard maps and news reports.
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
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Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
53
Weather How do they
form
(Cause)
Where are
they found
(Location)
Hurrican *low pressure area *above warm
ocean water
over an oceanes
tropical
depression
*winds are 39
mph-tropical storm
*winds 74 mphhurricane
Tornado *within a severe
thunderstorm
es
*high speed,
spiraling winds
*warm, moist air
rises from the
ground and passes
through a mass of
colder air
Results of this
disaster
(Effect)
*flooding
*strong rain
*pounding waves
*violent winds
*damages beaches
*Tornado Alley *Tear houses apart
*Midwestern
*devastates communities
states of U.S.
*wraps cars around trees
*Kills or injure
Lightnin *(Updraft)-moist air *all over the
g/Thund rises and begins to earth
cool
erstorm *Warm, humid air is
pushed high into
the atmosphere.
*Forms
cumulonimbus
clouds:
thunderheads
*water fallsprecipitation pulling
cold air with it.
Earthqu *Moving tectonic
plates- create a
akes
*Where 2 plates
meet
fault (a crack in the *San Andreas
Earth’s crust)
fault
Special Features
What does it look Precautions
like
(Reaction(Features)
Emerg.)
*large spiraling storm
*heat + moisture
system
+warm water=stays
*center of hurricane-eye strong
(13 miles wide)
*storm surge-water
*outside of eye-eye wall
pushed into land
*rated from power of 1-5 *called:cyclones,
*clockwide-southern
typhoons, willy-willys
*counterclockwise-northern *eye can be up to 32
mi. wide
*Waterspouts-50 mph
(tornado over water)
*occur during summer
*wind speeds up to 300
mph
*called: whirlwinds,
twisters
*funnel cloud-vortex *storm cellar(like a giant vacuum basement
cleaner)
*Cover head
Stay away from
objects not bolted
down (cars,
mobile homes)
*Indoors- avoid
walls, windows,
doors
*too much rain-FLOOD
*water droplets that
*Flat-topped anvil*Lightning is the main
freeze-hailstones
shaped cloud
danger (fires, damage
*wind updrafts make
*Thunderhead
property, kill/ injure)
hailstones bigger
*damaging winds, large hail *Lightning=electricity that
*Possible tornadoes
travels through the air.
*Lightning heats the air
and makes it expand which
is the sound of thunder
*Over within an hour
*Build up or destroy land
*Homes, stores, cities
destroyed
*Ground may crack
*Get to high
ground/ shelter
*Tie down loose
objects
*Stay away from
windows/ doors
*Listen to radio
*Stay inside
*If outside, find
shelter in a
closed vehicle,
ditch or low area,
never under a
tree
*Stay away from
tall objects
*Epicenter directly above *Waves like ripples in *take cover under
Focus
a pond
heavy desk/table
*Focus=where earthquake *shaking ground
*avoid falling
starts
objects
*San Andreas fault
*stay outdoors,
*Aftershocks
move away from
buildings,wires
*Richter Scale
(seismograph)
Volcano *Magma pushes up *along Ring of
through cracks
Fire-where 2
es
=volcanic eruption plates meet
*eruptions throw hot
*magma that pours forth
boulders, ash, gases and from surface=lava
cinders into air
*Ring of Fire
*happens along
*Hawaiian
*powerful explosions (due *lava cools/hardens-forms
places where 2
islands-hot
to pressure) can blow away volcanic rocks
plates meet
spots
mountain tops, knock down
*Subduction zone, *Mt. St. Helen’s- trees,
spreading zone, hot cascade
*Destroys homes, land,
spots
mountains
property
*Weak spots in
Earth’s crust
Nature’s Fury: Level 5 CA
Joy Kerr, Brandi Koehm, Laura Fisher - Project G.L.A.D (08/07 JB)
*a vent in the ground
that lava comes
through-Hawaiian
Islands
*hill or mountain
formed by lava-Mt.
St. Helens
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*There is no
prevention
*Scientists create
hazard maps to
show mudflow/
lava-flow
*Evacuate
*Rarely cause
death or injury
(lava moves
slow)