MODELING A TORNADO LESSON PLAN: MAKING A PET TORNADO
Grade Level/Subject: 1st Grade Science
Prerequisite Knowledge:
Approximate Time: 40 minutes
Student Objectives/Student Outcomes:
Content Standards:
11.A.1a Describe an observed event.
11.B.1b Design a device that will be useful in solving the problem.
11.B.1e Report the design of the device, the test process and the results in solving a given problem.
12.E.1b Identify and describe patterns of weather and seasonal change.
13.A.1a Use basic safety practices (e.g., not tasting materials without permission, “stop/drop/roll”).
4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings.
WIDA English Language Proficiency Domains:
Listening: Process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking: Engage in oral communication in a variety of situations for a variety of purposes and audiences
Materials/Resources/Technology: Mason jars or bottles with lids, water, liquid soap, pencils
Implementation:
Opening of lesson (5 minutes):
First, the teacher will introduce the lesson by asking students if they have ever seen a tornado, either in real life or on a television screen. Depending on the location of the school, tornadoes may or may not be common. For example, if the school is located in the region of the United States named “Tornado Alley,” the students there may have more background information than other students elsewhere. The teacher will show an appropriate video of what a tornado looks like so that the students gain a bit of background knowledge. Before delving into the how and why of tornadoes, the students will make a model. The teacher will quickly review the expectations for handling materials appropriately. Before beginning the activity, the teacher will ask students why they might be making models or why models are helpful. The teacher can guide students to the realization that such a model will help them to see and understand a huge, rare occurrence on a smaller scale. Also, the model will help them prepare for later in their unit when they begin talking about how tornadoes form, what they consist of, and what they can do.
Possible Tornado Videos: http://www.youtube.com/watch?v=xCI1u05KD_s
http://www.youtube.com/watch?v=32L5OtnIPGk
http://video.nationalgeographic.com/video/player/environment/environment-natural-disasters/tornadoes/tornado-montage.html
Procedures (30 minutes):
After introducing the lesson, as described above, the teacher will show the sample model to the class. She will create a vortex inside the jar or bottle and allow students to make observations about it. By responding to key questions, students will be able to connect the vortex of the water to the vortex created by the funnel cloud of a tornado. For example, the teacher could ask:
· What shape does the water inside the jar make?
· What shape does a tornado make?
· What is the water doing in order to create this shape?
· What are the clouds and air doing in order to create the tornado’s shape?
· I am turning the jar in order to create that shape. Who or what makes the clouds and air turn to make a tornado?
Ideally, these questions will probe critical thinking and build the connection between the model and the real occurrence. Once some of the questions have been discussed, the teacher will begin the lesson, which will require small groups. After describing the instructions for the construction of the model, she will allow groups to fill up their containers ¾ of the way full of water. If necessary, how to measure or estimate ¾ can be reviewed ahead of time. Next, the teacher will give each group some liquid soap and a tablespoon measure. The students can work together to measure and place 2 tablespoons of liquid soap in each container. Then, they can seal their containers and begin experimenting with and using their models. As a way to incorporate the four key elements of modeling practice, the students could evaluate their models by listing similarities and differences between the models and the actual occurrence. If necessary, they can also provide suggestions for revision. For example, some might want to add an object into their container in order to observe how it gets twirled around during a “tornado.” Or, a student could alter the amounts of water and soap and observe the results. Another helpful modification might be the speed and force with which the students swirl the jar; this revision might help students discover the differences between strong and weak tornadoes.
In order to better support ELLs, the teacher could highlight vocabulary words such as “vortex” and “funnel” by describing them and writing them on the chalkboard for reference. Additionally, observations can be made or recorded in their L1 if needed.
Summary/Closing (5 minutes):
The students will share their models and describe the revisions that they made and why.The teacher and students will explain how different revisions helped them to learn more about the various types and strengths of tornadoes. The teacher will explain that the lessons to follow will focus on how a tornado is formed and how to stay safe during a tornado. She will remind students that they will be coming back to their models at the end of those lessons in order to critique them again. They will be able to see if the new information they have learned is seen in their model. Any remaining materials will then be collected and cleaned up and student models will be stored in a same place.
Student Assessment:
Student assessment will be both formal and informal. The teacher will informally note the student responses to the questions at the start of the lesson and check for understanding throughout by constantly asking questions and encouraging student observation. The teacher will also walk around during the modeling activity to see how the students are doing with measuring and constructing the models according to the given directions. After the construction, the teacher will assess the students’ ability to connect the model with reality by looking at their evaluations and suggestions for revision. Formally, the students will be assessed via a simple rubric.
Sources:
http://www.kid-friendly-homeschool-curriculum.com/pet-tornado.html
http://www.tornadochaser.com/tormake17.html
Can't get enough? Check out these sites for more tornado fun!
http://homeschooling.gomilpitas.com/explore/tornadoes.htm
http://www.buzzle.com/articles/tornado-in-a-bottle.html
Grade Level/Subject: 1st Grade Science
Prerequisite Knowledge:
- Students should know what a tornado is
- Students should know about different weather phenomenon
- Students should be able to understand how to properly work with materials
Approximate Time: 40 minutes
Student Objectives/Student Outcomes:
- Students will be able to appropriately construct a model for a tornado using specific materials
- Students will be able to evaluate and revise their model based on their observations
- Students will be able to have a general understanding of how a tornado is formed based on their model
- Students will be able to understand the shape of a tornado based on their model
- Students will be able to share their thoughts within a group setting
Content Standards:
11.A.1a Describe an observed event.
11.B.1b Design a device that will be useful in solving the problem.
11.B.1e Report the design of the device, the test process and the results in solving a given problem.
12.E.1b Identify and describe patterns of weather and seasonal change.
13.A.1a Use basic safety practices (e.g., not tasting materials without permission, “stop/drop/roll”).
4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings.
WIDA English Language Proficiency Domains:
Listening: Process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking: Engage in oral communication in a variety of situations for a variety of purposes and audiences
Materials/Resources/Technology: Mason jars or bottles with lids, water, liquid soap, pencils
Implementation:
Opening of lesson (5 minutes):
First, the teacher will introduce the lesson by asking students if they have ever seen a tornado, either in real life or on a television screen. Depending on the location of the school, tornadoes may or may not be common. For example, if the school is located in the region of the United States named “Tornado Alley,” the students there may have more background information than other students elsewhere. The teacher will show an appropriate video of what a tornado looks like so that the students gain a bit of background knowledge. Before delving into the how and why of tornadoes, the students will make a model. The teacher will quickly review the expectations for handling materials appropriately. Before beginning the activity, the teacher will ask students why they might be making models or why models are helpful. The teacher can guide students to the realization that such a model will help them to see and understand a huge, rare occurrence on a smaller scale. Also, the model will help them prepare for later in their unit when they begin talking about how tornadoes form, what they consist of, and what they can do.
Possible Tornado Videos: http://www.youtube.com/watch?v=xCI1u05KD_s
http://www.youtube.com/watch?v=32L5OtnIPGk
http://video.nationalgeographic.com/video/player/environment/environment-natural-disasters/tornadoes/tornado-montage.html
Procedures (30 minutes):
After introducing the lesson, as described above, the teacher will show the sample model to the class. She will create a vortex inside the jar or bottle and allow students to make observations about it. By responding to key questions, students will be able to connect the vortex of the water to the vortex created by the funnel cloud of a tornado. For example, the teacher could ask:
· What shape does the water inside the jar make?
· What shape does a tornado make?
· What is the water doing in order to create this shape?
· What are the clouds and air doing in order to create the tornado’s shape?
· I am turning the jar in order to create that shape. Who or what makes the clouds and air turn to make a tornado?
Ideally, these questions will probe critical thinking and build the connection between the model and the real occurrence. Once some of the questions have been discussed, the teacher will begin the lesson, which will require small groups. After describing the instructions for the construction of the model, she will allow groups to fill up their containers ¾ of the way full of water. If necessary, how to measure or estimate ¾ can be reviewed ahead of time. Next, the teacher will give each group some liquid soap and a tablespoon measure. The students can work together to measure and place 2 tablespoons of liquid soap in each container. Then, they can seal their containers and begin experimenting with and using their models. As a way to incorporate the four key elements of modeling practice, the students could evaluate their models by listing similarities and differences between the models and the actual occurrence. If necessary, they can also provide suggestions for revision. For example, some might want to add an object into their container in order to observe how it gets twirled around during a “tornado.” Or, a student could alter the amounts of water and soap and observe the results. Another helpful modification might be the speed and force with which the students swirl the jar; this revision might help students discover the differences between strong and weak tornadoes.
In order to better support ELLs, the teacher could highlight vocabulary words such as “vortex” and “funnel” by describing them and writing them on the chalkboard for reference. Additionally, observations can be made or recorded in their L1 if needed.
Summary/Closing (5 minutes):
The students will share their models and describe the revisions that they made and why.The teacher and students will explain how different revisions helped them to learn more about the various types and strengths of tornadoes. The teacher will explain that the lessons to follow will focus on how a tornado is formed and how to stay safe during a tornado. She will remind students that they will be coming back to their models at the end of those lessons in order to critique them again. They will be able to see if the new information they have learned is seen in their model. Any remaining materials will then be collected and cleaned up and student models will be stored in a same place.
Student Assessment:
Student assessment will be both formal and informal. The teacher will informally note the student responses to the questions at the start of the lesson and check for understanding throughout by constantly asking questions and encouraging student observation. The teacher will also walk around during the modeling activity to see how the students are doing with measuring and constructing the models according to the given directions. After the construction, the teacher will assess the students’ ability to connect the model with reality by looking at their evaluations and suggestions for revision. Formally, the students will be assessed via a simple rubric.
Sources:
http://www.kid-friendly-homeschool-curriculum.com/pet-tornado.html
http://www.tornadochaser.com/tormake17.html
Can't get enough? Check out these sites for more tornado fun!
http://homeschooling.gomilpitas.com/explore/tornadoes.htm
http://www.buzzle.com/articles/tornado-in-a-bottle.html
Download-able Lesson Plan and Assessment Rubric
modeling_a_tornado_lesson_plan.doc | |
File Size: | 39 kb |
File Type: | doc |
rubric.doc | |
File Size: | 31 kb |
File Type: | doc |