STORM CENTER ACTIVITIES AND ROTATION INSTRUCTIONS
(Teacher’s Choice- May be done in one or two days. The teacher may opt to use 15
minute rotations and extend this from one to two days.)
1. Power Point Presentation “Wandering Wanda Wonders About
Stormy Weather” (A journey which Wanda follows the path of
Hurricane Lili. Runs approximately 5 minutes))
2. Class Discussion on storms
a. Discussion on Storms, Hurricanes and Tornadoes
b. What is a hurricane?
c. What is a tornado?
Wandering Wanda
Wondered about
Hurricane Lili
Before lesson begins, have one peer leader assigned and prepared to lead
their group during each session.
After discussion on stormy weather, guide the students through tracking
hurricanes found on the Hurricane and Storm Tracking Internet Site.
Display the instructions guiding the students on each computer.
3. Storm Center Work (10-15 minutes each) Students will rotate in groups
for 10-15 minutes each at the four stations.
Center 1 – Wanda’s Hurricane Tracking Center” - Tracking the
ultimate storm paths on computers”
Goal of this session:
For the students to view the paths taken in the Atlantic Ocean by tropical
storms, tropical depressions, and hurricanes. Watching a storm travel on
the computer, the students will determine if that storm hit the Louisiana
coastline or not. Teacher will demonstrate to the entire class before the
procedure a few times before the first group begins.
Materials needed:
Computer with internet (Hurricane and Storm Tracking Site)
Printed Louisiana Tally Map in an available spot for all students to view
Pencil
Printed Direction Sheet (Weather Question Station) to attach to each
computer station (States specifically how to work independently in this
station. It will guide the students with this activity.)
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Hurricane Lili’s Visit
What to expect at this station:
At the six computer stations, the students will independently go to the
Hurricane Storm and Tracking site on the internet. Following the
directions near the computer, the students will independently find a
year any storm hit and click the path it traveled until it hit land. Then
the student will go to the Louisiana state map and write a tally mark if
it hit Louisiana or not. They will repeat this until the 10 minute session
is up.
Printed Direction Sheet (Tracking): One for each computer
Weather Question Station……
1. In the gray area, click on the words
"Storm Archive: Java Animated Plots and ASCII Data Files,
1986-2001”
2. Now go to the arrow by "2001” and choose a year. Click on it.
3. Then go to "Continue"
4. A little box will come on; click "Continue” again.
5. Now you will see a list of Storms. Click any of the boxes that say
"Java Plot"
6. Now click any place on the screen and "WATCH THE STORM
TRAVEL.”
7. The question of the day is “Did your hurricane hit the state of
Louisiana?”
Display Printed Louisiana Tally Map sheet in a central place for students
to get up and mark. The students will tally each hurricane tracked in the ten
minute slot.
QUESTION OF THE DAY:
Did your hurricane hit the Louisiana coast?
YES
NO
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Center 2- Wanda’s Weather Information Center (Individualized
Session)
Goal of this session:
Students read "weather" information on comprehension sheets and answer
the questions about that weather in those paragraphs. When done, the
students will read selected weather books silently.
What materials are needed?
1.
2.
3.
4.
5.
6.
Worksheet Weather Booklet (one for each student to work
independently)
One reading booklet for each student.
Pencils
Markers or crayons
Several Weather books from the school library
What should you expect to see at this station?
Students reading and answering activity sheets. When that is complete,
the student will read silently.
A. Worksheet Weather Booklet Page #1 (Guide Page “The Water Cycle”)
1.
2.
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5.
The water cycle begins with water from puddles or oceans.
Then the water evaporates and forms water vapor.
Then they tiny drops of water form clouds.
When the droplets begin to bump together in the sky and get too heavy, they fall from the
clouds as drops of rain.
Then the water cycle begins again.
Then tiny drops of water form clouds.
When the droplets begin to bump
together in the sky and get too heavy,
.
Water vapor and forms water vapor
They fall from the clouds as drops of rain.
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The water cycle begins with water from puddles or oceans.
B. Worksheet Weather Booklet Page #2 (Water Cycle Answering Sheet)
Activity Sheet on “The Water Cycle”
water
heavy
bump
begins
drops
rain
water vapor
evaporates
clouds
Name_______________________ Date _______________
Fill in the blanks with the correct answer.
The water cycle is interesting. The water cycle begins with _____ from
puddles or oceans. Then the water _______________________ and forms
___________ ____________. After this, tiny _________________________ of
water form. This will cause _______________ form in the sky. When the
droplets begin to __________ together in the sky and get too ___________,
they fall from the clouds as drops of ______________________________. Then
the water cycle _________________________again.
C. Worksheet Weather Booklet Page #3 (Guide on Stormy Weather)
TORNADO
Tornadoes or twisters are weather patterns that are created
during stormy weather. Tornadoes are funnel shaped extensions
from a cloud and brings strong winds and rain in it’s path. The
winds can go up to 200 miles an hour.
HURRICANE
Hurricanes are dangerous. They are very large and strong. They form over
water, such as in the Atlantic Ocean. It is at it’s strongest
point when it is over water. It has an eye, an eye wall, rain,
tornadoes, and strong winds. If the winds are 75 miles an hour
or higher, it is called a hurricane. If the winds are 35 to 54
miles an hour, it is called a tropical depression and if the
winds
range from 55 to 74 miles an hour, it is
called a tropical storm.
LIGHTING AND THUNDER
LIGHTING AND THUNDER occur during storms.
During a storm, electricity can be in the air. This
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electricity is called lightning. The loud crackling sound that follows the
electricity in air is called thunder. This happens when the hot air from the
electricity hits the cooler air.
4. Worksheet Weather Booklet Page #4 (Answering Sheet Stormy
Weather)
Name__________________
Date ______________
tornadoes
hurricane
lightning
thunder
twisters
rain
In weather, storms bring different weather patterns. Some are very
dangerous. One type of weather that sometimes comes in stormy weather is
funnel shaped and extends from a cloud and brings strong winds and rain in it’s
path. The winds can go up to 200 miles an hour. This type of weather pattern has
two names. They are called ____________ or _____________. Another type of
dangerous weather pattern is very large and strong. It can form in the Atlantic
Ocean. It’s strongest when it is over water. It has an eye, an eye wall, rain,
tornadoes, and strong winds. If the winds are 75 miles an hour are higher, this
type of weather is called a _________________? Electricity in the air is called
___________________. The loud crackling sound that follows the electricity in air is
called _____________. This happens when the hot air from the electricity hits the
cooler air.
E. Worksheet Weather Booklet Page #5 (Importance of Weather)
Explain how weather is important in our lives. Use the back if needed. Write a short
paragraph and draw a picture to show how weather is important.
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Center 3- Wanda Learns More About the Water Cycle Process
Goal of this session:
Have the students write and draw as a group, how the water cycle
works process works. Then the students will work independently to
produce a picture with the correct terms depicting the water cycle.
What materials are needed?
Dry Erase Board
Dry Erase Markers and Eraser
Paper
Crayons/Markers
Poster with weather words
What should you expect to see at this station?
1. A leader guiding the group in drawing a group picture of the
process of the water cycle. (Peer leader will be prepped prior to this
lesson). Each person will have any opportunity to contribute to the
session.
2. Next, the students will draw independently a picture of the water
cycle with correct labels.
Center 4 – Wanda’s Tornado Experiment Center - Science
Weather Center -Creating our own tornadoes
Goal of this session
Through this experiment the student will gain knowledge on how a
tornado and a twister can form and the danger that can accompany
it.
What should you expect to see at this station?
Teacher assisting children in creating tornadoes in a clear bottle.
Discussion of tornadoes and writing “what is a tornado and how are
they dangerous?”
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What materials are needed?
1.
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8.
Dishwashing Detergent (A drop or two from bottle)
Vinegar (A drop or two)
Plastic coke, water, or juice bottles.
Permanent Markers
Glitter (optional)
Food coloring (Optional)
Paper
Pencils
RECIPE FOR TORNADO ACTIVITY
Need: A bottle of tap water in a plastic bottle (3/4 Full)
1 squirt of dish washing detergent
1 squirt of vinegar
Food coloring (one drop)
Glitter
Mix all ingredients in the bottle and let it settle for a few minutes
Directions for students to follow for this tornado making activity
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Take a marker and write your name on a bottle.
Then you will fill your bottle with water until the line (About 3/4 full).
Then put in a squirt of dish washing detergent.
Then put in a squirt of vinegar.
Next, with teacher's help you will add food coloring of your choice and
glitter.
6. Shake it really well and let it settle. Place it down on the table.
7. Now take a sheet of AR (loose leaf) paper and write your name and what
tornado (twister) is. Then tell how it is dangerous to us. (About five
sentences and draw a picture.)
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