Topic: A Natural and Dangerous Phenomenon
Grade: 4th
Duration of Lesson: 40 minutes
Central Focus of Lesson/Learning Segment: Tsunamis- An observable interaction between water and land
Subject: Science
Standards (Common Core for ELA and Math; NY or PA for every other subject):
NYS Science:
4.2. Many of the phenomena that we observe on Earth involve interactions among components of
air, water, and land.
Common Core ELA:
CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Academic & Content Language:
Vocabulary:
Tsunami
Phenomena (phenomenon)
Energy
Motion
Language Function(s):
Identify
Create
Language Demand(s) on students:
Listen to instruction
Discuss with peers (Speak and
Listen)
Write their song lyrics
Speak with teacher for
conferences
Objectives (list and number):
1. Students will identify the possible effects of tsunamis.
2. Students will create using knowledge of tsunamis.
Assessment (match to objectives; attach any assessment activity/sheets):
1. Students will create a song about tsunami safety using the information they have learned about
tsunamis being a natural and dangerous phenomenon. (Target: Students will include at least 3 specific
facts about tsunamis in their song.)
Materials (attach copies of ALL worksheets or other print materials; include PPT or SMARTBoard app, etc):
Technology: internet, projector, screen, speakers
Internet Source (if any): https://www.youtube.com/watch?v=UzR0Rt3i4kc TSUNAMI AWARENESS TALK/SONG
Teaching Models (Check one or more)
_X__Direct Instruction
____Discussion
____Cooperative Learning
____Inquiry
Teaching Strategies: (What approaches will you take? What are YOU doing?)
Music integration, Music creation, lecture, group work
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Learning Tasks (how will students be actively involved? What will THEY be doing?) Students will listen to the teacher as
the class builds off of prior knowledge to learn more deeply about the dangers of tsunamis and necessary precautions. In
groups, students will work together to create a song or music video about tsunami safety. Students will present their
project during the next science lesson as a review during the anticipatory set time.
Grouping (check one or more):
_X__whole group
____small group homogeneous
_X__small group heterogeneous
____ Other (describe):
____flexible
____ pair
Explain how you will organize groups and why: It will work well for the students to receive review and
instruction as a whole group. Then, it will be good for students to work in smaller groups to work on
create a music projects about tsunami safety (using facts about tsunamis learned during the lesson or
previous lessons). This will allow students to utilize their social skills to create something with a few
peers.
GETTING STARTED: Where will the children be? How will you get them there? Where are the
materials?
Children will move from their desks to the center where they will have a good view of the video to be
played. The technology necessary for completing this lesson is already set up in this location. Students
will have a minute to transition.
Procedure:
1. Anticipatory Set: https://www.youtube.com/watch?v=UzR0Rt3i4kc TSUNAMI AWARENESS TALK/SONG
a. During the anticipatory set, students will be introduced to a few new tsunami
concepts as well as review some information about tsunamis they have learned in
previous lessons. This will also give students an example of a tsunami safety song
to build upon for their project later in the lesson.
2. The teacher will discuss with the students what they noticed from the video
a. New? Review? Questions?
3. The teacher will prep students to start thinking about tsunami facts and write down
important facts throughout the lesson to help them create their music project at the end of
the lesson.
4. Review: If not previously covered – What is a tsunami? What causes tsunamis?
5. Introduce wave height
a. wave height varies
b. Example (RECORD HIGH): “A tsunami with a record run-up height of 1720
feet occurred in in Lituya Bay, Alaska. On the night of July 9, 1958 an earthquake along
the Fairweather Fault in the Alaska Panhandle loosened about 40 million cubic yards
(30.6 million cubic meters) of rock high above the northeastern shore of Lituya Bay.”
(http://geology.com/records/biggest-tsunami.shtml)
6. When are tsunamis dangerous?
a. Not dangerous when they are in the middle of the ocean
b. dangerous when reaching shores
i. phenomena of water and land
ii. Wave height and wave force (energy)
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iii. What is on shore? Buildings, cars, homes, people, etc.
Closure: Students will have 15 minutes to begin working on their music project in which they
will incorporate knowledge of tsunamis (energy and danger) to create a tsunami
safety awareness song. Students can complete this project in any free time
during the next two days. Projects will be presented during our next science
lesson.
Modifications/Differentiation/Adaptations:
(include only for specific students; use student initials)
- For students who have difficulty with social skills and/or are uncomfortable presenting in public
and/or struggle with anxiety, the option of creating a music video will be provided. This option is
made available to all students.
Transitions (how will you transition to next lesson/activity?)
- Students will be asked to share their progress as a group with the teacher. After group
conferences students will transition to silent reading from the unit specific books. Once all
conferences are complete and students have books, our DEAR (Drop Everything and Read) time
will begin.
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