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Lesson Plan
Descriptive Data
Teacher _Kelly Lucas___ Class _One___ Date __9/28/09__ Grade Level/Team _6/Bobcats__ __
Room Number _125_ Period/Block _5A___ Unit ____Natural Disasters_____ ______________
Lesson Number __One________ and Topic ____Tornadoes___ __________________________
Standards
District:
Utilize experimental design techniques to conduct experiments.
Differentiate among the earth sciences.
http://www.butler53.com/LinkClick.aspx?fileticket=XE9Mb9XdDnU%3d&tabid=197
State/Regional:
11.A.3a Formulate hypotheses that can be tested by collecting data.
11.A.3c Collect and record data accurately using consistent measuring and recording
techniques and media.
11.A.3d Explain the existence of unexpected results in a data set.
12.E.3a Analyze and explain large-scale dynamic forces, events and processes that affect
the Earth’s land, water and atmospheric systems (e.g. jet stream, hurricanes, tornadoes,
plate tectonics)
English Language Learning:
1 – English language learners communicate in English for social and instructional
purposes within the school setting.
4 – English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of science.
http://www.isbe.net/bilingual/pdfs/el_proficiency_standards_presentation.pdf
National:
6.6 Problems, resources, and environments of natural hazards
6.6 Risks and benefits of science and technology and society
http://www.nap.edu/openbook.php?record_id=4962&page=110
Societal/Global:
To have students be able to apply the concepts learned in math into their everyday lives.
Personal:
The students will be able to state the characteristics of tornadoes and will understand the
destruction that they are capable of.
Resources
AV
Trans.
Manip.
Utensils
Spec. Eq.
Flip Chrt.
X
Boards
Indx Crds
Texts
Refs.
x-Refs.
Comp.
Other X
X
Adapted by: Dr. Ellis Hurd, 2009
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Other: map, paper, scissors, Styrofoam cup, aquarium tank, hot water, ice cold water, stop watch,
Anemometer, tornado machine
Details
Introduction-Gaining Attention
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Students’ Interests: Students show interest in natural disasters, specifically in tornadoes.
Where we live, it is very common for a student to be under a tornado watch or warning,
and now we will look at all aspects of these deadly storms.
Content Connections: I will show a short video clip called Tornado Destruction from
YouTube. This is a collection of short homemade videos of tornadoes, which shows the
destruction that they have caused.
http://www.youtube.com/watch?v=43VoMesUd2Q
Cognitive Domain: Low level
Motivation: This video will lead us into the discussion about the characteristics of
tornados.
I know that students show interest in natural disasters. They are specifically interested in
tornados because that is one of the few natural disasters that has and will continue to affect the
Midwest time and time again. I will begin by showing a YouTube video that shows tornadoes of
numerous sizes and speeds cause mass destruction. This video will then lead the discussion and
lesson on tornadoes.
Introduction-Conducting a Review
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Formative: We have previously discussed the water cycle, warm and cold fronts, and
wind in the previous lesson, so I will ask the students to recall what was taught about
these topics from the previous lesson.
Summative: If the students are unresponsive, I issue a pop quiz worth five points.
Questions on previous concepts: I will begin by asking the students the following
questions:
What are the main components of the water cycle?
Explain precipitation, evaporation, and condensation.
What is the difference between global and local wind?
Where do warm fronts usually begin? Can someone come up and show me?
Where do cold fronts usually begin? Can someone come up and show me?
Does anyone know what would happen if these fronts collided?
Environmental tones: Students will most likely be affected by natural disasters,
especially tornadoes, because of our location in the Midwest. After this lesson they will
be able to understand exactly how they are formed, the danger, and how to stay safe
during these events.
I will begin by asking the students what they can recall about the water cycle, warm and cold
fronts, and wind. To help them with this discussion, I will have previously prepared a list of
questions. I will have a map at the front of the room and will ask students to specifically
point out where both the warm and cold fronts come from. The final question in the
discussion is something that we have not yet discussed in class, and I decided I would ask it
Adapted by: Dr. Ellis Hurd, 2009
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to see if they are aware that when warm and cold fronts cross paths, a tornado may occur. If
the students are unresponsive, I will issue a pop quiz worth 5 points. This will then lead to a
discussion on the characteristics of tornadoes in our area.
Introduction-Behavioral Objectives
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Cognitive Knowledge: The students will identify where cold and warm fronts originate
on a map.
Cognitive Comprehension: The students will discuss what they remember about the
water cycle and wind.
Cognitive Application: The students will predict what will happen to the water in the
Weather in a Box lab.
Cognitive Analysis: The students will compare their predictions and hypotheses.
Cognitive Synthesis: The students will communicate which state should raise their wind
insurance.
Cognitive Evaluation: The students will defend their state decision in a short paper.
In the review, the students will be asked to identify where cold and warm fronts originate on a
map. After a short lecture, the students will discuss what they remember about the water cycle
and wind. The students will then predict what will happen to the to the water in the Weather in
a Box lab. After the experiment, the students will compare their original predictions and
hypotheses to what they actually saw in the experiment. For the next task, the students will
communicate which state should raise their wind insurance in a project. Then the students will
defend their predictions in a short paper.
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Affective Domain-Low level: Receiving- the students will recall the information about
the water cycle, warm and cold fronts, and wind.
Affective Domain-Highest Level: Creating- the students will design a model that shows
how warm and cold fronts interact.
Psychomotor Domain Low Level: Moving- the students will be asked to move to their
lab stations to complete the Weather in a Box lab.
Psychomotor Domain Highest Level: Creating- the students will design a model that
shows how warm and cold fronts interact.
Conditions: The students will be given the characteristics of tornadoes in our area.
Behaviors: The students will use the information to complete a lab called Weather in a
Box that shows how tornadoes begin.
Criterion-References: With 90% accuracy, the students must use the knowledge from
the lesson and lab to rationalize and defend which state should raise their wind insurance.
Given the characteristics of tornadoes in our area, the students will use the information to
complete a lab. With 90% accuracy, the students must use the knowledge from the lesson and lab
to rationalize and defend which state should raise their wind insurance.
Adapted by: Dr. Ellis Hurd, 2009
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Language Objectives: Evolving fluency in oral and academic language, increased
proficiency in decoding English reading, speak in short sentences with grammatical
errors, demonstrate increased understanding
The ELL students in this lesson are at L3, or speech emergence. These students will begin to use
academic language in the oral sense and also speak in short sentences. These will both be shown
when the students are asked to explain to the teacher what happened in the lab, as well at their
choice of state for the Wind Insurance project. The students will also be able to decode the
English language while reading. There will still be pictures associated to text to help the
students out, but they will also have the opportunity to read the main points from the Belvidere
article and video transcripts. The increased understanding that the students show will be
determined through the assessments throughout the lessons.
Introduction-Establishing Relevance
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Short-term Incentives: A quiz and test will be given to the students within the next
week.
Long-term Incentives: This is a basic topic for science classes that the students will use
in future academic settings, as well as the personal setting.
It is important for the students to understand the characteristics of natural disasters, especially
tornadoes, because in the upcoming weeks there will be a quiz and test over the material.
Students will most likely revisit this topic again in future science classrooms. Not only will they
come across tornadoes in the academic setting, but in the personal setting as well.
Content Presentation-Form of Knowledge
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Overall Taxonomy Level of Lesson: Medium
Activities/Components: Watching the video, listening to lecture, completing the lab,
filling out worksheets, analyzing data according to each state, and rationalizing a decision
through a paper.
Discussion Questions: How do tornadoes directly affect our lives? How do they form?
Can they be predicted? How do we protect ourselves during a tornado? What is the
difference between a tornado warning and a tornado watch? What are the key terms used
to describe tornadoes? What dangers do storm chasers face?
Outlines:
Lesson 1
Show video
Discuss the dangers with storm chasers
Review material
Water cycle, warm and cold fronts, and wind
Ask discussion questions to lead the review
What are the main components of the water cycle?
Explain precipitation, evaporation, and condensation.
What is the difference between global and local wind?
Where do warm fronts usually begin?
Where do cold fronts usually begin?
Does anyone know what would happen if these fronts collided?
Introduce tornado vocabulary
Adapted by: Dr. Ellis Hurd, 2009
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Tornado – a violently rotating column of air that is in contact with the
clouds and the surface of the earth
Vortex - A rotating column of air ranging in width from a few yards to
more than a mile and whirling at destructively high speeds, usually
accompanied by a funnel-shaped downward extension of a cumulonimbus
cloud.
Dry line – place where warm, wet clouds from the Gulf of Mexico move
northward in spring and summer and meets cold, dry Canadian winds
moving southward.
Tornado watch – place where tornadoes are possible in the next several
hours
Tornado warning – tornadoes have been spotted in your area
Funnel cloud – rotating, funnel shaped cloud that is not touching the
ground
Fujita Scale – scale of wind damage intensity during storms
Show pictures
Funnel Cloud
Tornado
Fujita Scale
Discuss Seasons
In Illinois – late spring and summer
May occur all year
Memorable tornadoes
April 21, 1967 – 10 tornadoes touched down in Illinois
58 people died, 1000 were injured
Cost a half a billion dollars in damage
Show video
http://www.youtube.com/watch?v=e9xJ-6ltaq8
How did the music impact the pictures?
What other song do you think would have conveyed the
same message?
Read article about the incident
http://www.currentliving.com/articles/1967-belvidereillinois-tornado.shtml
Assign homework
Write a short story using all of the vocabulary words
Questions?
Lesson 2
Short review of vocabulary words
Ask for volunteers to read their short stories
Turn in homework
Review the causes of a tornado
Warm and cold fronts colliding
Hand out worksheet on Weather in a Box lab
Every student will read through the lab and write a prediction on what will
happen during the lab
Adapted by: Dr. Ellis Hurd, 2009
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Students will get in groups of 3 and move to the lab stations
Complete the lab
Make written observations (stop watch, amount of water used, etc.)
Clean up the lab stations
Assign homework
Students will individually write what they saw during the lab and how
their predictions compared to what was really observed
Lesson 3
Students will get back into their groups and discuss their homework assignment
Students will turn in the homework
Take students outside in between the two buildings
The ‘wind tunnel’ that is created by the two buildings produces very high
winds
I will measure the speed of the wind using an Anemometer
I will compare the wind speed to the speed of a tornado
Tornado machine
Tornado myths
Discuss why these myths are false
Highway overpasses are a safe place to shelter if you are on the
road when you see a tornado coming
Opening windows to equalize air pressure will save a roof, or even
a home, from destruction by a tornado
Tornadoes never strike big cities
Some towns are ‘protected’ by tornadoes
The southwest corner of a basement is the safest location during a
tornado
http://www.tornadoproject.com/
Introduce Wind Insurance activity
Students work individually
Students will analyze the tornado data by state
Students will decide which state to raise the wind tax
Students will defend their decision
Write a paper
Create a small (8.5 x 11) visual aide
The remaining class time will be used for the Wind Insurance activity
Wind Insurance activity will be due the next class period
Questions?
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Time-Plan: At least 3 class periods, as well as time outside of class.
Knowledge Levels: knowledge, comprehension, application, analysis, synthesis, and
evaluation (as stated in the introduction- behavioral objectives section)
Assumptions/Background Knowledge: These students will have had to fully
understand the lesson on warm and cold fronts, as well as the winds. The knowledge
learned from these past lessons is applied in the understanding of tornadoes.
Adapted by: Dr. Ellis Hurd, 2009
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This material will be split into at least three lesson periods. I will start by showing the
video on YouTube. I will discuss the dangers in storm chasing and video taping tornadoes.
From there, I will discuss any issues or opinions on the video and then lead into a review. The
review will include definitions and explanations of the water cycle, warm and cold fronts, and
wind. To lead the students with the review, I will have prepared discussion questions to make
sure that all of the necessary points were brought up. Not only will I ask students to define these
terms, but I will also ask for volunteers to come up to the front of the room to physically point
out where the warm and cold fronts originate, and where they move. With the review complete,
I will define the tornado vocabulary words. These words include: tornado, dry line, tornado
watch, tornado warning, funnel cloud, and the Fujita Scale. I will ask these students to write the
words and definitions in their notebooks because they will be seeing these again on future
homework, quizzes, and tests. To make sure that the students fully understand some of the
terms, I will use pictures to assist in their explanations (tornado, funnel cloud, Fujita Scale). I
will discuss when the Illinois tornado season occurs, and explain that although we have a
designated season that tornadoes can occur all year round. Then I will introduce the tornadoes of
April 21, 1967. I will begin by stating some facts on the incident and then will show a short
video. This video shows pictures of the destruction. There are no words spoken, just a song
playing. There will be a short discussion about the music chosen for the video and what
emotions the students felt while watching it. I will then read an article of the events that
occurred that day. With class coming to an end, I will assign the students homework. The
students will be required to write a story using all of the vocabulary words that were introduced
in class that day. Although questions are encouraged throughout the entire lesson, the last few
minutes will be dedicated for time to clarify any issues or concerns that the students might have.
The next lesson will begin by having a short review of the vocabulary words. I will do
this by having a few students read their vocabulary stories, which were assigned for homework,
to the class. I will then ask the students to turn in their stories so I can read them and give them
points for their work. I will then quickly review the causes of tornadoes, which is when warm
and cold fronts collide. I will hand out a worksheet on the Weather in a Box lab. Students will
read over the lab, and individually write a prediction of what he or she believes will happen. I
will ask the students to form groups of three and to complete the lab at the lab stations. In this
lab, the students will simulate a tornado formation. They will use a clear aquarium tank. The
students will tape a Styrofoam cup with numerous small holes at the bottom to the side of the
tank. The students will then pour hot water into the aquarium; this will simulate the warm front
from the Gulf of Mexico. Then, the students will pour ice water into the cup. The ice water,
which represents the cold front that comes from Canada, will drip into the warm water from the
holes. This will cause a cloud like visual, which is meant to portray a funnel cloud formation.
Throughout the lab, the students will have to write their observations (amount of water used,
time elapsed on the stop watch, and anything else they may see). When the lab is complete, the
students will clean up their stations and I will assign the homework. The students are to
individually write what they saw during the lab, and compare their predictions to what really
happened. Although questions are encouraged throughout the entire lesson, the last few minutes
will be dedicated for time to clarify any issues or concerns that the students might have.
The third lesson will begin by having students getting back into their lab groups. In these
groups, they will compare their predictions and results from the lab homework with one another.
When the discussion is over, the students will turn in their work. I will then take the students
outside. At our school, there is an area between two buildings where a ‘wind tunnel’ is located.
Adapted by: Dr. Ellis Hurd, 2009
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I will measure the wind using an Anemometer and compare the speed to the speed of a tornado.
The students will get to compare wind on a normal day to the wind during a tornado. The class
will go back inside to their seats, and I will show students the tornado machine. This machine
will physically show students what a tornado will look like up close. I will then begin a
discussion about tornado myths. I will present the myth, ask students why society may think it is
true, and ask them to explain to me why it is false. This will be very interactive and hopefully
the students will really get into it. After the discussion, I will introduce the Wind Insurance
activity. I will explain that we have seen the damage that tornadoes and wind have caused, and
will ask them to analyze state data. The state data includes each state name, number of tornadoes
per state, and the number of tornadoes per 10,000 square mile. The students will be required to
do further research on each state to help them make their decision. The students will be asked
which state should raise the wind insurance cost. When they decide on the state, the students
will write a paper to defend their opinion and they also must create a small (8.5 X 11) visual aide
to support their decision. The students will be given the remainder of class to work on the
assignment. Depending on how much the students get done will determine when the assignment
will be due. Although questions are encouraged throughout the entire lesson, the last few
minutes will be dedicated for time to clarify any issues or concerns that the students might have.
Content Presentation-Examples/Non-Examples
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Concrete Applications: Pictures of funnel clouds and tornadoes, article on tornado in
Belvidere, Illinois, and the tornado machine
Abstract Applications: Warm and cold fronts combining may cause funnel clouds,
which may lead to a tornado. The warm and cold fronts colliding was shown in the
Weather in a Box lab.
Realia: Video of Belvidere tragedy and chart of Fujita Scale
I will have many examples for the students to see. The examples include pictures, articles, a
tornado machine, a chart, labs, and videos. All of these examples will help students realize the
power and destruction that tornadoes cause. The lab will also help them fully understand how a
tornado is able to form and what it looks like.
Content Presentation-Modeling
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Teacher Input: The teacher will show videos, review material, lecture, lead discussions,
assign homework, grade homework, introduce a project and lab, set up the lab, clean up
the lab, show examples, take the students outside, and answer questions.
Instructional Strategies: Videos and worksheets
Learning Strategies: Note taking, elaboration of prior knowledge, imagery, making
inferences, questioning for clarification, and cooperation
The teacher will show two videos, review the material, lecture, lead discussions, assign
homework, grade homework, introduce a project and lab, set up the lab before the students enter
the classroom, put the lab materials away when the students leave the classroom, show examples,
take the students outside, and answer questions. The instructional strategies used are videos
(both from YouTube) and worksheets (homework and labs). The learning strategies used are
note taking (the definitions), elaboration of prior knowledge (using what the students learned
Adapted by: Dr. Ellis Hurd, 2009
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about the water cycle, warm and cold fronts, and wind and applying it to the information on
tornadoes), imagery (showing pictures to help students really understand tornadoes, funnel cloud,
and the Fujita Scale), making inferences (making predictions on what will happen during the
Weather in a Box lab), questioning for clarification (all three lessons allow for questions), and
cooperation (group work during the lab and peer editing the homework).
Content Presentation-Varied Stimuli
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Linguistic Intelligence: Writing the definitions for the tornado vocabulary, writing a
story using the definitions, and writing a rational to defend which state the student chose
for the Wind Insurance project
Logical-mathematical Intelligence: Analyzing the numbers in the tornado by state chart
Spatial Intelligence: Watching the videos, looking at the pictures, completing the
Weather in a Box lab, and watching the tornado machine
Bodily-Kinesthetic Intelligence: Completing the Weather in a Box lab at the lab stations
Musical Intelligence: Listening to the music in the video on the Belvidere tragedy
Interpersonal Intelligence: Listening to others’ ideas during the reviews, discussions,
vocabulary stories, and lab predictions and conclusions
Intrapersonal Intelligence: Writing a story using the vocabulary words and writing a
rationale to defend the state decision
Naturalist Intelligence: Taking the students outside to compare the wind tunnel speed to
the speed of an actual tornado
The unit hits all of the intelligences: writing the definitions for the tornado vocabulary, writing a
story using the definitions, and writing a rational to defend which state the student chose for the
project (linguistic), analyzing the numbers in the tornado by state chart (logical-mathematical),
watching the videos, looking at the pictures, completing the lab, and watching the tornado
machine (spatial), completing the lab at the lab stations (bodily-kinesthetic), watching the video
on the Belvidere tragedy (musical), listening to others’ ideas during the reviews, discussions,
vocabulary stories, and lab predictions and conclusions (interpersonal), writing a story using the
vocabulary words and writing a rational to defend the state decision (intrapersonal), and taking
the students outside to compare the wind tunnel speed to the speed of an actual tornado
(naturalist).
Content Presentation-Classroom Management Issues
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Performance Objectives/Experiences: Writing, listening, cooperating
Class Tasks: Participate in discussion, take notes, listen to the lectures, listen to class
mates’ ideas, going outside, group lab work, individual Wind Insurance project, and
watching the videos
Cooperative Tasks: Working on the labs in groups
Peer Reflections/Reviews: Getting in groups and listening to each others’ homework
(predictions) and as a class listening to the vocabulary stories
Individual Tasks: Writing the definitions, writing a story using the definitions, create a
prediction, writing how the prediction compared to the actual results, Wind Insurance
project
Projects: Wind insurance project
Adapted by: Dr. Ellis Hurd, 2009
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During these lessons, the students will do the following: participate in discussion, listen to the
lectures, take notes, listen to class mates’ ideas, going outside, group lab work, individual Wind
Insurance project, and watch the videos.
Closure
Follow Up-Providing for Practice
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Supervised Tasks: Watch videos, participate in discussion, take notes, listen to lectures,
Weather in a Box lab, Wind Insurance project, comparing wind speed outside, tornado
machine
Unsupervised Tasks: Homework assignments, Wind Insurance project
Field Trips: The students will take a trip to the Chicago Museum of Science and
Industry. In the spring of 2010, there will be an exhibit that goes in depth into science
storms and natural phenomena.
Quizzes: There will be a quiz next week. The ELL students will receive a modified
version of the quiz depending on their needs.
Projects: The Wind Insurance project asks the students to not only look at the tornado
data by state, but to also do additional research on tornadoes across the United States.
The students are going to pretend to work for an insurance company that is looking to
raise their wind insurance, but can only do so in one state. The students must look at all
of the data to decide what state will make them the most money. The students will be
required to not only write a rational to explain their decision, but also to provide a small
(8.5 X 11) visual aide. The project for the ELL students will be modified a bit. Since
numbers and math are universal, I will have to translate and explain the words at the top
of the data by state chart (state, tornadoes per state, tornadoes per 10,000 square mile). I
may provide a bar graph chart of the material if the student prefers to view the data that
way. If the student feels more comfortable telling me his or her state choice, rather than
writing it, I will have the student verbally explain to me his or her reasoning.
This unit requires students to work on both supervised and unsupervised tasks. The supervised
tasks include: watching videos, participate in discussion, take notes, listen to lectures, Weather in
a Box lab, the Wind Insurance project, and comparing wind speed outside. The unsupervised
tasks include: homework assignments and the Wind Insurance project. The Wind Insurance
project is listed under bother supervised and unsupervised because the students will be given
time to work on it in class, but I don’t expect students to finish the entire project during that time.
They will be expected to take some time outside of class to do additional research and to finish
their work. I would like to take the students on a trip to the Museum of Science and Industry in
the spring of 2010. The museum is offering an exhibit that explores science storms and natural
phenomena. Not only will tornadoes be discussed, but also the other natural disasters that we
will be looking at in the upcoming lessons. There will be a quiz on the characteristics of
tornadoes the following week. The ELL students will be given both modified quizzes and
project requirements depending on their needs.
Follow Up-Providing Feedback
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Class Tasks: A review of the previous lesson at the beginning of each class.
Adapted by: Dr. Ellis Hurd, 2009
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Cooperative Tasks: Completing the Weather in a box lab in a group
Teacher Reflections/Reviews: Grading the homework as well as the Wind Insurance
project
Peer Reflections/Reviews: Peer editing the homework that was assigned after the
Weather in a Box lab
Self-Assessments: A review at the beginning of class will assess how much the students
can recall from the previous lesson.
Self-Reflections: Students will be able to assess their knowledge when correcting the
homework in class the next day.
Questioning Techniques: This will happen in the review at the beginning of each class
and I will listen to the students’ answers to evaluate their understanding.
Individual Tasks: Homework given out in class (story using the definitions and the
analysis of the prediction as compared to what happened during the Weather in a Box
lab) and the Wind Insurance project
Quizzes: One will be given next week. The ELL students will be given a modified
version of the quiz.
Projects: The Wind Insurance project asks the students to not only look at the tornado
data by state, but to also do additional research on tornadoes across the United States.
The students are going to pretend to work for an insurance company that is looking to
raise their wind insurance, but can only do so in one state. The students must look at all
of the data to decide what state will make them the most money. The students will be
required to not only write a rational to explain their decision, but also to provide a small
(8.5 X 11) visual aide. The project for the ELL students will be modified a bit. Since
numbers and math are universal, I will have to translate and explain the words at the top
of the data by state chart (state, tornadoes per state, tornadoes per 10,000 square mile). I
may provide a bar graph chart of the material if the student prefers to view the data that
way. If the student feels more comfortable telling me his or her state choice, rather than
writing it, I will have the student verbally explain to me his or her reasoning.
Exams: One will be given in two weeks after the entire unit is complete. The ELL
students will be given a modified version of the test.
The students will be able to assess their learning through various feedback: in class reviews, the
Weather in a Box lab, graded homework comments from the teacher, homework comments from
peers, quizzes, project grade, and an exam. The ELL students will be given modifications for the
quiz, test, and project.
Follow Up-Planning for Extension
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Thematic Studies: This is similar to your math class because you are analyzing numbers
from each state to make a decision.
Multidisciplinary Studies: This is related to your social studies class because you are
talking about natural disasters that have changed the course of history. How can the
natural disasters that you have discussed relate to the tornadoes in Belvidere, Illinois?
Interdisciplinary Studies: The students will have a chance to work on their rationales in
English class.
Adapted by: Dr. Ellis Hurd, 2009
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Integrated Studies: The whole unit focuses on natural disasters. All of the core classes
will hit some aspect of this topic. This is possible through the common planning time
allotted by the school.
The main theme for this unit is natural disasters. Science will discuss the characteristics of each
type of disaster, Math will discuss the different statistics of each type of disaster, Social Studies
will talk about some natural disasters that have changed the course of history, and
English/Language Arts will help the students with their rationale as well as read the book San
Francisco Earthquake, 1989 written by Victoria Sherrow.
Follow Up-Planning for Remediation
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Direct Instruction: I will ask the students exactly what it is that he or she does not fully
understand. From there I will address the issues and questions that the student may still
have on the subject.
Indirect Instruction: I will hold a short review of all of the material covered in class.
Graphic Organizers: I will create a graphic organizer with the word tornadoes in the
middle. From there, I will assist the student fill in everything he knows about the topic.
Models: I will show a model of a completed Wind Insurance project
Diagrams: The Fujita Scale
Reassessments: The students will be tested on their knowledge through the homework
that was assigned, the project, the quiz next week, and the test the following week.
If the students struggle with the material the first time around, I will do my best to try to get the
information across clearly to the students in another way. I will meet extra with the students,
hold a short review of the material discussed, help the students create a graphic organizer using
the information, bring in a model of the Wind Insurance project, and show and go over the Fujita
Scale. If the students do poorly on the quiz and/or test, I will sit down with the student and allow
them to retake the material if necessary.
Other Issue-Learners with Unique Needs
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Gifted:
Distractible:
ELL:
o Visual-Print Modifications (literacy)
Lesson 1
Video- I will provide subtitles for the video.
Vocabulary- I will present the vocabulary to the student in text, but I will
also provide pictures for each word. If possible, I will use the cognates for
the words so that students may better understand them.
Season Discussion- I will remind the students of all of the seasons with
pictures on a worksheet, and circle spring and summer to make a point that
that is the main tornado season in Illinois.
Belvidere video- I will provide lyrics to the song that is being played
during the video.
Adapted by: Dr. Ellis Hurd, 2009
13
Belvidere article- I will shorten the text up and only provide the main
ideas to the student. If necessary, I will provide pictures to the words that
may be unfamiliar.
Lesson 2
Review- I will provide the student a vocabulary matching worksheet. The
word will be on one side and the picture will be on the other side and the
student must match the word to the picture.
Lab- The student will continue to work with the vocabulary words. If the
student is ready to move on, I will provide the student with a modified lab
and will help the student complete it.
Lesson 3
Homework review- I will review the vocabulary words with the student.
Tornado Myths- I will define the word myth so that the student knows
exactly what we are talking about. The definition will be written on a
handout so that the student is able to reference it whenever he or she feels
the need to.
There will be numerous visual-print modifications to help the ELL students fully
understand the material presented in the lessons. In the first lesson, the teacher will provide the
students with a print version of both videos. This will allow the students to follow along with the
videos. To help the students with the vocabulary, they will be provided with the vocabulary
word, a picture that will be associated with the word, as well as the definition in a simplified
manner. When the class is listening to the lecture on seasons, the ELL student will be provided
with a worksheet with the seasons, pictures associated with the seasons, as well as an emphasis
on spring and summer because those are the seasons that will be discussed. During the Belvidere
article, the ELL student will be given a modified version of the article. This article will only
provide the main ideas to the students, and pictures will be provided above some words if
necessary.
At the beginning of the second lesson, there will be a short review on the first lesson.
During the review, the ELL students will be provided a vocabulary matching worksheet. There
will be a word on one side and the picture will be on the other side. The students will be asked
to match the word to the associated picture. During the lab section of the second lesson, the
students will continue to work with the vocabulary words. If the teacher feels that the students
understand the words and definitions, the teacher will modify and assist the students with the lab.
Lesson three begins with a review of the homework. Again during this time, the students
will continue to work with the vocabulary words. The students will be asked to either verbally
explain or write their understanding of the words. It is important for the students to put the
definitions in their own words because that shows true understanding. The lesson continues with
a discussion on tornado myths. There will be a review on the definition of the word myths with
the whole class, but the ELL students will be given a handout with the definition written. This
will allow the students to reference the meaning and definition whenever he or she feels the need
to.
o Auditory Modifications (language)
Lesson 1
Video- I will provide subtitles for the video.
Adapted by: Dr. Ellis Hurd, 2009
14
Belvidere video- I will provide lyrics to the song that is being played
during the video.
Belvidere article- I will shorten the text up and only provide the main
ideas to the student. If necessary, I will provide pictures to the words that
may be unfamiliar.
Lesson 2
Homework- I will have the student explain to me what happened in the lab
and if the student expected what he or she saw.
During lesson one, the teacher will provide the auditory from the video to the students. This
allows the students to follow along with the information presented in the video. The article will
also be shortened and will only show the main points. There will be pictures provided for words
that the students may not be familiar with. During the second lesson, the teacher will ask the
student to explain what happened in the lab. The teacher will be looking for a description of
what the student saw. This will only be true for those students who are better at presenting
information by speaking, rather than by writing.
o Visual-Conceptual Representation (literacy/metacog./cognitive)
Lesson 1
Vocabulary- I will present the vocabulary to the student in text, but I will
also provide pictures for each word. If possible, I will use the cognates for
the words so that students may better understand them.
Season Discussion- I will remind the students of all of the seasons with
pictures on a worksheet, and circle spring and summer to make a point that
that is the main tornado season in Illinois.
Homework- I will work with the student to create actions for all of the
words to help the student associate the word with a definition.
Lesson 2
Review- I will provide the student a vocabulary matching worksheet. The
word will be on one side and the picture will be on the other side and the
student must match the word to the picture.
Lesson 3
Tornado Myths- I will define the word myth so that the student knows
exactly what we are talking about. The definition will be written on a
handout so that the student is able to reference it whenever he or she feels
the need to.
In lesson one, the students will be provided with pictures for the vocabulary words as well as the
seasons. The students will also be asked to create actions for the words. This will help the
students draw connections between the word, the picture, and the action. In lesson two, the
students will be provided a matching sheet for the vocabulary words. The students will be asked
to match the word with the picture. In lesson three, the students will be provided the definition
for the word myth.
o Cooperative Structure (environment)
Lesson 1
Adapted by: Dr. Ellis Hurd, 2009
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Review- I will ask the students a question, and give them time to process
it. This will give the ELL students time to think about what they want to
say.
Lesson 2
Lab- The student will continue to work with the vocabulary words. If the
student is ready to move on, I will provide the student with a modified lab
and will help the student complete it.
The environment is lesson one will be encouraging for all of the students. When the teacher is
conducting the review at the beginning, he or she will ask a question out loud before directing
the question to a specific student. This will allow the students to process the question and come
up with the appropriate response. In the second lesson, the student will do a modified version of
the lab with the teacher’s assistance. This will allow the student to get the same information as
the rest of the class, but just in a different manner.
o Assessment Modifications
Project- Since numbers and math are universal; I will have to translate the words
at the top of the data by state chart (state, tornadoes per state, tornadoes per
10,000 square mile). I may provide a bar graph chart of the material if the student
prefers to view the data that way. If the student feels more comfortable telling me
his or her state choice, rather than writing it, I will have the student verbally
explain to me his or her reasoning.
Test and quiz – Both will be modified according to their levels. For instance, the
vocabulary portion of the assessment will include the word, picture, and definition
to help the student.
For the project, I will have to translate the words at the top of the data by state chart (state,
tornadoes per state, tornadoes per 10,000 square mile). I may provide a bar graph chart of the
material if the student prefers to view the data that way. If the student feels more comfortable
telling me his or her state choice, rather than writing it, I will have the student verbally explain to
me his or her reasoning.
Both the test and the quiz that will be given in the unit will be modified to their levels. The
general information on the quiz and test will be the same, but this version may not go into great
detail. All the teacher is looking for is that the students understand the main concepts of the
lesson. An example of the modification would be the vocabulary portion of the assessment.
This section will include the word, a picture, and a definition to help the student fully understand
what is being asked. The wording of the questions and definitions on the quiz and test will be
simplified so that the student is able to comfortably read what is being presented.
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Learning, Visually, Hearing, Physically, or Social Impaired:
Emotional/At-risk:
Other:
Adapted by: Dr. Ellis Hurd, 2009