By: Paula Bangert
Andrew Bjorge
Arion Engebretson
& Kelli Jensen
Unit Goals:
 Students learn how hurricanes originate.
o Forecasting
o naming process
o categories
o formation
o category levels
 Students learn the dangers of hurricanes and how to stay safe if one
should form.
o Precautions
o Evacuation
 Learn how hurricanes and tornados are connected
o compare/contrast: dangers, locations of each, safety, effects on
communities
 Learn about the scientific instruments used
A storm is coming…
Dear Parents/Guardians,
For the next two weeks of school, your 5th
grader will be learning about hurricanes and inclimate weather. There are many exciting things
that we are going to do in this unit all of which
will be interdisciplinary. Included in this unit we
will be doing a book drive as a service learning
project.
We are all really looking forward to the next
couple of weeks and feel that your child will
benefit greatly from this learning experience.
There will be many
Unit Goals…
skills we learn that will
 Students learn how hurricanes
be applicable to any
originate.
sort of natural
 Students learn the dangers of
disaster. This will
hurricanes and how to stay safe
benefit not only your
if one should form.
 Learn how hurricanes and
child, but you, as well
tornados are connected
as others.

Sincerely,
The 5th Grade Team
Learn about the scientific
instruments used
Ways to get involved…
There will be a few ways for you to get involved in your
child’s education during this unit:
 Service Learning Project book drive – this is a great
opportunity for you to get rid of any old books that you no
longer need or want. We will be collecting books for the
duration of the unit.
 Field Trip! We will need parent chaperones to accompany us to
the science museum on the 24th. Contact us if interested! There
will be a permission slip and sign up sheet coming home
shortly.
 Finally, if anyone has experience with hurricanes and would
like to share, please contact us and we can make arrangements.
Pre/Post Assessment Test (Example Questions)
 Name 2 of the 3 things that hurricanes need to form over the ocean? Warm
water, damp air, winds that meet.
 How fast do the wind speeds need to be to be classified as a hurricane?
74mph
 What is the innermost or calm part of the hurricane called? The Eye
 If you are in a category 1 hurricane, would your house make it through? Yes.
 What is the most costly hurricane to hit the Shores of the United States?
(Name the 2nd most costly storm for extra credit) Katrina (2nd most: Andrew)
 What would a hurricane be like if it had a “hot tower” near the eye that
reaches to the top of the troposphere (the lowest layer of the atmosphere)? It
would most likely turn into a category 5 hurricane.
 T or F Lightning strikes both up and down. True
 What is Doppler radar? A radar device that is used to measure the speed and
intensity of precipitation.
Air Pressure
Condense
Retire
Forecaster
Cyclone
Storm Surge
Typhoon
 Storm Surge - A sudden, strong rush of water that happens as a hurricane
moves onto land.
 Cyclone - A hurricane that occurs in the Indian Ocean.
 Typhoon - A hurricane that occurs in the Pacific Ocean.
 Retire - To remove a hurricane name from use.
 Air Pressure - The weight of air on a surface.
 Condense - To change from a vapor to a liquid.
 Forecaster - A person who predicts the weather.
 How many different hurricane classifications are there? 5
 What would you do if you were caught in a hurricane? Answers will vary
 What would it be like to live in an area affected by hurricanes? Answers will vary.
College of Education
Teacher Education
Educator as Professional Decision Maker – Lesson Plan Design
Plan – Implement – Evaluate
Learning Area(s): English, Social Studies, Science
Lesson Title:
A storm is coming!
Grade Level(s): 5
Lesson Length: 8 class periods
I. Objectives/Learner Outcomes (specific and measurable).
 Students will put together an informative newspaper
o Students will do research and compile their information into a
newspaper full of different kinds of articles informing the “town”
about hurricanes
o Students will present finished projects in front of class
II. Assessment Plan.
 Students will be assessed by examining their final project - whether they met the objectives,
their creativity, organization, neatness, etc.
III. Materials and Resources Needed to Teach the Lesson/ Activity.
Include technology when appropriate, handouts, extra supplies.
 Paper
 books on hurricanes
 Computers to type up newspaper (if computers are not available, these can be handwritten and
put onto construction paper for a sturdier background.)
 pencils
 If possible, examples from previous years if you have done this in the past. A skeleton copy
for student reference may be useful if a completed one is not available.
IV. Accommodations for Learners who have difficulty, ELL/ESL/LEP,
gifted, etc.
 Everyone will be in a group, so students who have difficulties with research, writing, or
reading will have others to help them out. This project is a team effort.
 Likewise students who are gifted will have the opportunity to help others out who are not.
 Directions should be given orally as well as written.
V. Teaching or Instructional Procedures
A. Focusing Event/Anticipatory Set/Warm-up
 The first activity of the day will be the pre-spelling test which will include different
hurricane related terms. After the pre-spelling test, ask students if they noticed anything
about the words and what they all have in common. Let students answer and dig for the
topic of “hurricanes.” When hurricanes comes up, transition into discussing the next couple
of weeks and how hurricanes will be the main focus. Give them some glimpses of what is to
come.
 Ask students how people find out about hurricanes.
o
Answers would include: tv, weather reports, radio, books, newspapers, other people,
etc.
B. Input
 Inform students that they will be creating a newspaper that will inform people in an area
susceptible to hurricanes. The newspaper needs to be informative, creative, and useful for
the people who would be reading it. This requires the students to do a little audience
analysis.
o The paper should include information about hurricanes
o safety precautions
o tips
o plus any additional things they may find important or useful to know
 Students will do research for the first couple of days, followed by a couple of days to compile
the information and write articles for the paper.
 Students will present their completed papers to the class at the end of the two week unit.
C. Evidence of Learning: How will you know if the learners have met the outcome?
 The learners have met the outcome by completing their final project in line with the
objectives.
D. Closure and Independent Practice for transfer of learning
 Have groups present their paper to the class. This will help students see
what other groups did, and let them compare styles of presentation and
topics covered.
VI. Reflection on how the lesson went
 N/A
“The Eye of the Hurricane”
Grade Level(s): 5th grade
Subjects: Science
I. Objectives / Learner Outcomes (specific and measureable):
 At the completion of the learning activity, the student may understand what the eye of a hurricane
is and the importance of the eye. The students will also be able to identify the eye in hurricane
photographs. The students will also be able to simulate a hurricane using food coloring and water.
II. Assessment Plan:
 Assessment will be done through observation and also by having the students write 2-3 paragraphs
on answering: What is it like inside the eye? Why does the eye exist? What did you learn from the
lab? Reflect on the lab.
III. Materials and Resources Needed to Teach the Lesson / Activity:




Computer with internet access
Large round bowl for each pair of students
Food coloring
Writing materials
IV. Accommodations:
 Accommodations for visual impairment can be made by allowing the student to sit close to the
projector. If the student has any questions, they should ask the instructor immediately.
 Direction will be handed out for the lab.
V. Teaching or Instructional Procedures:
 Have students watch the BrainPop movie about Hurricanes. Ask them to pay close attention to the
discussion of the hurricane’s eye. {Note: If not a member you can sign up for a free trial up to 3
days. Sign up before class.}
 Have students write a quick write up on what they learned from the short video.
 Discuss the video in detail and also ask the questions: Is it windy in the eye? Why does the eye
exist?
 Have the students pair up with each other and have them get a large bowl, a spoon for stirring,
water and food coloring.
 Have students pour water into their bowl and have one student stir the water as the other student
drops food coloring into the bowl.
 Have students make observations on what they see. Have them reflect on these questions: Could
you see the hurricanes eye? If so what was the wind like in the eye? What happened to the
hurricane’s clouds as the liquid spiraled around the bowl? Describe the way they moved.
 Show students pictures of hurricanes and have them identify the eye of the hurricane.( Google
“Eye of a hurricane” and use those pictures)
 Have them ask questions and then have them complete the assessment.
VI. Reflection:
 N/A
“Hurricane Jeopardy”
Grade Level(s): 5th grade
Subjects: PHY-ED
I. Objectives / Learner Outcomes (specific and measurable):
- Students see a connection between physical activity and academic subjects.
- Students show knowledge in the processes, stages, impacts and general information on
hurricanes.
II. Assessment Plan:
Assessment will be based on how well each student participated and by recording the questions
that are missed by the teams and then study those concepts and facts before playing again.
III. Materials and Resources Needed to Teach the Lesson / Activity:
-
Paper to write the answers on
A score card for each team
Questions for them to answer
Jeopardy music
IV. Accommodations:
Students will be divided into 3 different groups so students will be able to work with one another to
come up with the answer.
Students will be able to use books, notes, and other resources to find the answer
V. Teaching or Instructional Procedures:
- Split the class into 3 teams: Team 1, Team 2, and Team 3 or else have them come up with their
own team name.
- Team 1 chooses a category and goes first. You read the question for which the teams must say
the rights answer. Play the Jeopardy music while you wait for their response. If Team 1 is correct
they get 3 points. Then Team 2 responds and they receive 2 points if they are correct and the
same goes for Team 3.
- For the next round Team 2 selects a category, responds first, and gets 3 points if correct. The
other teams can also score 2 points on the same question.
- If the question is not correct then one point is given.
-Have the score cards set up at the other side of the gym or the classroom.
- After each answer and question, the entire team must runs to the score sheets to record the
score.
Reflection:
To be completed upon completion of activity.
Sample Questions:
Hurricane Classification
1.
2.
3.
Hurricanes are classified into 5 categories. Which category contains wind speeds between 74-95
miles per hour? What is a category 1.
Hurricanes are classified into 5 categories. Which category contains wind speeds of 96- 110 miles
per hour? What is a category 2 hurricane.
Hurricanes are classified into 5 categories. What category contains wind speeds of 131-155 miles
per hour? What is a category 4 hurricane.
Hurricane Definitions
1.
2.
3.
4.
The roughly circular area of comparatively light winds that encompasses
the center of a severe tropical cyclone. The _______ is either completely
or partially (at least 50 percent) surrounded by the eye-wall cloud,
an organized band or ring of cumulonimbus clouds. What is the Eye.
A ring of cumulonimbus clouds that swirl around the eye. The heaviest
precipitation and strongest winds are found here. What is the Eye Wall.
An announcement of specific coastal areas in which a hurricane poses a
possible threat, generally within 36 hours. What is a Hurricane watch.
A warning that sustained winds of 74 mph (118 kmh) or higher associated
with a hurricane are expected in a specified coastal area within 24 hours.
A hurricane warning can remain in effect when dangerously high water or waves
continue, even though winds may be less than hurricane force. What is a Hurricane warning.
History of Big Hurricanes
1.
2.
This hurricane hit on September 10, 1961, striking the Texas coast. About 500,000 people were
evacuated from the area. Winds near the center of the hurricane were estimated at 150 miles per
hour. The storm caused billions of dollars in damage and 46 people died. What is Hurricane
Carlas.
This hurricane hit on August 24, 1992 in southern Florida. It then turned and hit Louisiana. More
than a million people had to leave the area due to the storm. Heavy rains and tornadoes were part
of the hurricane’s destructive power. Until Katrina, Andrew was the most expensive hurricane in
the history of the U.S. What is Hurricane Andrew.
3.
4.
This August 2005 storm was the most destructive and costly natural disaster in U.S. history. It
produced damage estimated at $75 billion in the New Orleans area and along the Mississippi
coast. Katrina was responsible for approximately 1,200 reported deaths, including about 1,000 in
Louisiana, 200 in Mississippi, and seven in southern Florida. What is Hurricane Katrina.
This hurricane, which struck in September 1999, brought so much rain that 13 states were issued
federal disaster declarations -- more declarations for a single event than ever before. More than
$500 million of federal money was spent on helping states recover. North Carolina was hit the
hardest of any state. What is Hurricane Floyd.
“The Saints Are Coming”
Date: September 16th, 2009
Grade Level(s): 5th grade
Subject(s): Social Studies

Students will learn how Katrina impacted not only New Orleans, but the music world. They will make
connections between weather, climate, music, service learning projects and Music Rising.
I. Objectives / Learner Outcomes (specific and measureable):
At the completion of the learning activity, the student will be motivated towards our service learning
project of a book drive. The students will see the similarities between our program, and the Music
Rising program and how both are just as important to restructuring New Orleans, and the rest of
the Gulf Coast.
II. Assessment Plan:
Through the students’ participation in class and their involvement with the book drive throughout the week; also,
through the students communication in classroom discussions.
III. Materials and Resources Needed to Teach the Lesson / Activity:
Green Day & U2. “The Saints Are Coming”. (2006) Saints Are Coming [Single] [Limited Edition] [
import]. Umvd Import. UK. NOTE: The song, and video links are posted below, and can be
viewed online so long as the presenter has an internet connection and flash player compatible
computer.
Materials for music video required: Paper, Pencil, Projector, computer, screen, internet
connection, access to YouTube, copy of attached lyrics.
See link for music video: "The Saints Are Coming" Music Rising Promo
IV. Accommodations:
Accommodations for visual impairment can be made by allowing the student to sit close to the
projector. If the student has any questions, they should ask the instructor immediately. All other
accommodations should be made by previous notification to the instructor.
V. Teaching or Instructional Procedures:
1. Focusing Event/ Anticipatory Set/ Warm Up:
Who here can recall what sorts of things hurricanes can do to peoples homes? How about to a
communities school? What about their library? Do you think that if a hurricane hit our community,
we’d be able to go check out a book at the library? How would life be different? Is it possible that
you wouldn’t be able to go to school? What would your school do about books?
2. Input:
Start by passing out the lyrics to the video “The Saints Are Coming” by U2 and Greenday. Have
the students pull out a piece of paper and pencil. During the video, have the students write down a
minimum of ten thoughts that come to their mind when viewing the destruction in the video. Also,
ask the students to reflect on what is being said in the lyrics of the song.
Start the video.
When the video is done, ask the students to write one paragraph about what their life might be like
if involved in such a tragedy.
Next, have the students share their responses (start voluntarily); however, if the students are
reluctant take a popcorn approach to hearing student responses. They can read what they wrote,
or just summarize their thoughts and questions.
When done, ask the students if they’d like to be able to help in someway?
Next, show the clip of the Music Rising promo, this time, just have the students watch without
written responses.
Start the promo.
Ask the students what they think of the Music Rising program, and what it’s relevance is.
Next, tell the students that we’re beginning a Reading Rising program here at the school in the
form of a book drive.
Reflection:
To be completed upon completion of activity.
The Saints Are Coming - U2 & Green Day
There is a house in New Orleans
They call the super dome
Its been the ruin of many a poor boy
and god, I know I’m one
repeat x2
I cried to my daddy on the telephone
How long now? Until the clouds unroll
and you come home.
The line went.
But the shadow still remains since your descent,
Your descent.
Chorus 1
The saints are coming, the saints are coming.
I say no matter how I try, I realize there's no reply.
The saints are coming, the saints are coming.
I say no matter how I try, I realize there's no reply.
Verse 2
A drowning sorrow floods the deepest grief,
How long now?
Until the weather change condemns belief,
How long now?
When the night watchman lets in the thief,
What's wrong now?
lo-cha-hey
Chorus 2
The saints are coming, the saints are coming
I say no matter how I try, I realize there's no reply.
The saints are coming, the saints are coming
I say no matter how I try, I realize there's no reply.
I say no matter how I try, I realize there's no reply.
I say no matter how I try, I realize there's no reply.
“Hurricane Math”
Grade Level(s): 5th grade
I..Objectives/Learner Outcomes (specific and Measureable) students will…
1. learn how to measure wind speed and convert it from metric to imperial (standard) measure,
and vice versa
2. categorize tropical waves, tropical depressions, tropical storms, and hurricanes by wind speed
3. evaluate how mathematical values in scalar form are represented in real-world situations
4. construct tables and convert the tables into their corresponding graphical forms
5. learn how to read a graph once it has been created and interpret it to answer questions from
the data
II. Assessment Plan:
1. Create an accurate Wind Speed Table
2. Journal and participation in discussion of real-life examples of wind speed
equivalences
3. Accurately calculating mph to km/hr conversions using dimensional analysis
4. Answers to Measuring the Wind activity
5. Plotting and correctly deriving the formulas for temperature (F to C and C to F)
conversion
III. Materials and Resources Needed to Teach the lesson/Activity
List of recognized values for tropical wind speeds, lined paper, graph paper, pencil or pen, straight edge.
Background information at end of lesson plan
IV Accommodations:
Accommodations for visual impairment can be made by allowing the student to sit close
to the projector. If the student has any questions, they should ask the instructor
immediately. All other accommodations should be made by previous notification to the
instructor.
V. Teaching or Instructional Procedures:
1. Focusing Event/ Anticipatory Set/ Warm Up:
a. Have a variable speed fan going in class, and ask students if they can
guess how many mph, the different settings would be
b. Review Background material.
2. Input/lesson procedure:
1. Journal Pre-Assessment: Have students make a five-by-eight table (five columns, nine rows).
Label the columns in the table as Description, Category, Maximum Sustained Wind Speed, and
Damage. Have the students write in as many values for rows and columns as they can on their
own in each team.
2. On the board, draw a copy of the wind speed table, filling in the data as
follows:
Wind Speed Table:
Description
Category
Maximum Sustained
Wind Speed
Metric Wind
Speed
Conversion
Damage
Tropical Wave
Tropical
Depression
Tropical Storm
Hurricane
Hurricane
Hurricane
Hurricane
Hurricane
TW
TD
<35 mph
35 mph
Minimal
Minimal
TS
Category 1
Category 2
Category 3
Category 4
Category 5
40 mph
74 mph
96 mph
111 mph
131 mph
>155 mph
Minimal
Minimal
Moderate
Extensive
Extreme
Catastrophic
3.
Discussion: Most people don’t have any real understanding as to how fast these speeds are.
Describe in your journal any first-hand experiences you have to help to identify these speeds in
real life. (e.g. <35 mph is the speed of a car riding past the school as students are being dropped
off and picked up in the morning and afternoon; A good water skier may be pulled at a speed of 35
mph; 96 mph is how fast a pitcher pitches who might win the Cy Young Award in Major League
Baseball, >155 mph is how fast a car will go down the straightaway at the Indy 500, etc. Come up
with your own examples.)
4.
In each row, use dimensional analysis to convert each “Maximum Sustained Wind Speed” from
mph to km/hr. Add a column to the table with the heading “Metric Wind Speed Conversion” and
record your results.
5.
Now do this simple observational experiment,
Measuring the Wind:
Setting Up the Activity: Wind speed can be estimated by observing the effect of the wind
on different things. A scale called the Beaufort scale gives a range of air speeds, as shown
in the table. Measure by observing how wind affects trees, flags or other things.
Beaufort
Force
Description
Wind speed
0
Calm
0 mph
1
Light wind, direction shown by smoke
1-3 mph
2
Light breeze, leaves rustle, flags barely move
4-7 mph
3
Gentle breeze, twig move, flags flutter
8-12 mph
4
Moderate breeze, small branches move
13-18 mph
5
Fresh breeze, small trees sway
19-24 mph
6
Strong breeze, large branches move
25-31 mph
7
Near gale force, difficult to walk against wind
32-38 mph
Questions:



What was wind speed based on your observations?
What did you use to make your decision?
Now convert the wind speed you calculated to km/hr from mph using dimensional analysis.
6.
Convert the Wind Speed Table data in your table to a graphical representation using either a bar or
line graph. Label correctly.
7.
In order for a hurricane to form, the water temperature must be 26.5 degrees Celsius. Do you
know what that number is in Fahrenheit? To figure it out, we need to do a formula conversion.
We can figure out this formula using a table once again.
Draw a three-by-three table like this:
Description
Freezing Point in Water
Boiling Point in Water
Degrees Celsius
Degrees Fahrenheit
Now, write in values for the following that you know: Boiling point of water, Freezing point of water.
We now want to create a graph of this data. Use units of ten to make the graph easy to read.
Directions:
1. Draw a graph using graph paper; mark one axis as Fahrenheit, the other axis as Celsius and
calibrate them appropriately.
2. Write in the points for freezing and boiling points.
3. Connect the points, and extend the line until it crosses the y-axis.
4. Can you describe the slope of the line in terms of the rise over the run? This will give you the
slope of the line in the point-slope or slope-intercept form of an linear equation.
5. Notice where it crosses the y-axis. This will tell you the y-intercept in the slope-intercept form of
the linear equation.
6. Using this information, can you now describe the equation for converting from Fahrenheit to
Celsius or vice versa? Make sure to manipulate your equation using Algebra to solve for either
scale that may be required. (In other words, you will end up with two formulas, one to find
Celsius when Fahrenheit is given, and the other to find Fahrenheit when Celsius is given.)
Write the equations here: _________________________________;
_________________________________
Notice how each of these equations represents a conversion formula? Now plug in 26.5 degrees Celsius
and calculate its equivalent value in Fahrenheit. Make sure to check your answer by using the other
formula.
Reflection:
To be completed upon completion of activity.
BACKGROUND INFORMATION:
When attempting to study hurricanes, lots of numbers get thrown around. Phrases
like “maximum sustainable wind speeds in excess of 80 miles per hour,” or
“barometric pressure of 980 millibars” can be heard on the weather forecasts. But
what do these numbers mean? What is the difference between a Category 1
hurricane and a Category 2 or 5? Understanding terms when learning about the
weather is very important; but without a clear comprehension of what the numbers
mean, things don’t really matter very much.
To review the science, a hurricane is a tropical weather system with very low
pressure and sustained winds of at least 74 mph. (There are those numbers again!
Actually the combination of a number and a scale of measure is called a scalar.) A
tropical wave with wind speeds of over 34 miles per hour is called a tropical
depression. A tropical depression may intensify if the system remains over tropical
waters (warm, moist) allowing winds to begin to circulate more quickly. When
winds exceed 40 mph it becomes a tropical storm. When it intensifies to sustained
winds of over 74 mph, we call it a hurricane. Hurricanes move from east to west (in
the Northern Hemisphere). So we can symbolize this in terms of two mathematical
ideas, wind speed and direction, which is known as a vector.
So we have actually three different mathematical expressions: numbers, scalars, and
vectors. All are important. You really should know and understand the difference
between them, how to identify them and how to use them. For this lesson, we will
focus on scalars.
The power of hurricanes is derived from the warm moist air that allows it to
materialize. In science, this temperature is 26.5 degrees Celsius. But in America,
you probably are more familiar with degrees Fahrenheit. Do you know how to
convert between the two? That should be something you will want to be able to do,
not only so you can compare the temperature of water to what is needed to spawn a
hurricane, but any time you want to know what Celsius degrees are in Fahrenheit
and vice versa. So we will do that.
Do you know how we determine the category of a hurricane? It is based on its
maximum sustained wind speed. But even before it becomes a hurricane, a tropical
system is categorized by its wind speeds. Scientists put this data into a table to
make it easier to remember. They can also transfer that data into a graph to
visualize it even more easily. We will use this data to help familiarize you with
graphs and their relationships to tables. Once we have a graph, we might be able to
interpret it to make other conclusions. Graphing data makes interpretation easier to
see sometimes. Let’s see if this is true.
“Make Hurricane”
Grade Level(s): 5th grade
Subject(s):

Drama and Music.
I. Objectives / Learner Outcomes (specific and measureable):
At the completion of the learning activity, the student learn how to impromptu music and rhythm
with very little instruction. The cards depict images of different weather patterns, and the students
are asked to make noise with what is around them, their hands, feet, and even voices.
II. Assessment Plan:
Assessment is through the students’ participation in class and their level of involvement.
III. Materials and Resources Needed to Teach the Lesson / Activity:
Rhythm Sticks (if available), any musical instruments available, and any materials that are in the
students desk, or in their immediate area.
IV. Accommodations:
Accommodations for visual impairment can be made by allowing the student to sit close to the
projector. If the student has any questions, they should ask the instructor immediately. All other
accommodations should be made by previous notification to the instructor.
V. Teaching or Instructional Procedures:
1. Focusing Event/ Anticipatory Set/ Warm Up:
Who would like to make weather in class today? Do I have any musical artists in class?
2. Input:
Explain to the students that they need to be quite to start, and then make what ever noises with
what is around them and within them (their voices) to match what the card’s image.
While presenting the cards, hold them VERY HIGH so everyone can see them. Rotate the card
around the room so all the students know what image is on the card (you should hears things now,
also, as the instructor; you should be making the sounds yourself!). Do NOT end on the lightning
card, but instead lead the students back to the quite and calm starting cloud card.
Reflection:
To be completed upon completion of activity.
Instructional Design Template
Grade Level: 5
Description of “Big Idea” of Unit & Essential Question: Hurricanes.
EQ: What are the elements the students need to know in order to be safe in the event of any type of
natural disaster?
MN Standard: The student will explore the structures and functions of earth stystems.
Learning Objectives K U D: Students will be able to
Know: Vocabulary, what hurricanes are
Understand Stages; Cycle of a hurricane; Community & environmental impacts of hurricanes and natural
disasters; weather vs. geography; recognition; hurricanes vs. tornados; personal preparation
Do (Skills) Be able to respond to hurricanes or natural disasters; draw
KUD: Evidence of Learning
 K: post and pre-assessments
 U: 3 facts and a fib; group in-class presentations; modified SWAT; Bloom’s Cube; journal entries;
create individual home plans
 D: present/presentations; implementation of prep. plans; portfolio
Accommodations to Objectives, Methods, Assessment Required: based on class profile
 Accommodations for visual impairment can be made by allowing the student to sit close to the
projector. If the student has any questions, they should ask the instructor immediately.
 Have the student work in small groups larger than pairs so they aid each other. If the student has
any questions, they should ask the instructor immediately.
 Students may dictate to someone to help type.
Instructional Objectives for Lessons (A,B,C’’s): Learners will be able to…
1. At the completion of the learning activity, the student will be motivated towards our service
learning project of a book drive. The students will see the similarities between our program,
and the Music Rising program and how both are just as important to restructuring New Orleans,
and the rest of the Gulf Coast.
2. Students will understand how many books are required to fill a school library, and the
estimated cost. Create clear and concise goals for book drive that are achievable
3. The students will reflect on their Service Learning Project and its outcomes.
Tasks for Assessment of Instructional Objectives
1.
2.
Through the students’ participation in class and their involvement with the book drive
throughout the week; also, through the students communication in classroom discussions.
Through the students participation in class and their involvement with the book drive throughout
the week; also through the students communication in classroom discussions and the group
project of the mathematics behind the estimation of what is required to created a positive and
3.
successful book drive outcome
Student’s demonstrate a general knowledge through journaling on how hurricanes affect the
community, and how their actions can help a community in need.
For the Instructor:
Phonemic Awareness- Phonemic awareness will be taught specifically in the science
lessons and English. There are a lot of terms that students will need to know and
understand. Phonemic awareness is reinforced through reading and writing.
Comprehension- Comprehension is taught throughout the entire unit. Students will
learn and comprehend information and put it into writing specifically with the
newspaper they will put together.
Vocabulary- will be used in all areas. There are hurricane and inclimate weather terms
that will be used throughout the unit in all subject areas.
Writing- students will be given practice in writing in English, Math, Social Studies and
Science. English will provide students with a newspaper assignment that will foster
their story and informative writing skills.
Fluency- will be practiced in all areas. Students will have opportunities to work on
fluency specifically in Science, English and Social Studies. Science, English and Social
Studies will give students opportunities to read and process books, articles, and other
resources.
Bibliography
(2000). Hurricanes. Retrieved February 16, 2008, from FEMA for Kids
Web site: http://www.fema.gov/kids/hurr.htm
(2006). Hurricanes. Retrieved February 16, 2008, from National Geographic
Web site: http://www.nationalgeographic.com/ngkids/0308/hurricane/info.html
(2008). U2 and Green Day "The Saints Are Coming" Video. Retrieved February 17, 2008,
from YouTube
Website: http://www.youtube.com/watch?v=seGhTWE98DU.
(2008). Music Rising Promo. Retrieved February 17, 2008, from YouTube
Website: http://www.youtube.com/watch?v=pNkcjfC8LQs.
Allen, Jean. (2001). Natural Disasters: Hurricanes. Mankato, MN: Capstone Books.
Buehr, Walter. (1972). Storm Warning: The Story of Hurricanes and Tornadoes. New
York: William Morrow and Company.
Lauber, Patricia. (1996). Hurricanes: Earth’s Mightiest Storms. New York: Scholastic
Press.
Olson, Nathan. (2006). Weather Update: Hurricanes. Mankato, MN: Capstone Press.
Thomas, Rick. (2005). Eye of the Storm: A Book about Hurricanes. Minneapolis, MN:
Picture Window Books.
Wicker Crystal. (2008). Hurricanes. Retrieved February 16, 2008, from Weather Wiz
Kids
Web site: http://weatherwizkids.com/index.htm