Tornado Alley

Tornado Alley

Author(s):

Samantha Leming, Section #18286


Grade Level:

5

Timeframe:
2 class periods (2 days)
90 minutes for first day; 60-75 minutes for second day

Lesson Description or Explanation:
Students will be brainstorming their experiences with tornadoes. Then, students will be interviewing and collecting data from other 4th and 5th graders at our school in regards to who has experienced a tornado. Students will be interacting with other fifth grade students in different states by using Skype technology. As a class, we will Skype with other schools to determine their experience with tornadoes. Based on the information the students collect, they will create a graphical representation of their findings. From this, students will come together as a whole class and shade the area on a United States map that they think tornadoes occur most often. This will lead into the discussion about Tornado Alley and why tornadoes most often occur here.

Indiana Curricular Standards
Indiana Science Standards:
5.1.2 Begin to evaluate the validity of claims based on the amount and quality of the
evidence cited.
5.5.8 Realize and explain that predictions may be more accurate if they are based on large
collections of objects or events.
Indiana Social Studies Standards
5.3.6 – Map and describe the characteristics of climate regions of the United States
5.3.12 - Describe and analyze how specific physical features influenced historical events and
movements.


ISTE Standards
Communication and Collaboration
-interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
Research and Information Fluency
-locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

Assessments
Formative/Summative
Formative: Each student will be required to turn in their graphical representation of population of tornado experiences. Each graph will be graded on completion and part accuracy (does the data collected match the graphical representation?). Students will be informally assessed during the process of collecting data. How effective were their methods of data collection?

Summative: At the end of this lesson, small group discussions will also be examined for participation. Students will reflect in their science journals on what they have learned/know about tornadoes.


Prior Knowledge
Curricular Knowledge or Skills: Students know how tornadoes form, but have yet to develop an idea of why tornadoes occur more often in some places than others. PRE-ASSESSMENT STRATEGY: Brainstorming as a whole class and discussing personal experiences with tornadoes, why they happened, etc.

Technology Knowledge: Students are familiar with Microsoft Word. Students have used Microsoft Excel before to create spreadsheets. However, some students may need more practice.

Technology
Internet Resources: http://www.metacafe.com/watch/833816/storm_chasers_nearly_hit_by_f4_tornado/, http://www.freetranslation.com/, http://spreadsheets.about.com/od/excel101/ss/enter_data.htm, http://www.skype.com/help/guides/

Hardware: Computers with internet access, phone line access (for Skype)

Software: Skype software, Microsoft Office

Materials:
Large map of the United States
Computers with Microsoft Excel
Skype technology
Corresponding schools able to collaborate via Skype
Internet Access for Tornado Video
List of student names in all fourth and fifth grade classes
Notebooks
Pencils

Procedure
DAY ONE
1. Students will begin lesson by watching real tornado footage http://www.metacafe.com/watch/833816/storm_chasers_nearly_hit_by_f4_tornado/

2. On a large sheet of poster paper, the teacher will record student’s knowledge on tornadoes. What do we know about tornadoes? What did we see in the video?

3. Students will discuss personal stories with the class regarding tornadoes. Students should acknowledge the weather conditions, what happened, etc.

4. Students will investigate where tornadoes occur most often. Students will interview the fourth and fifth grade students who have experienced a tornado. Students should develop their own method of recording information. (Names of students in all fourth and fifth grade classes will be provided on a list).

5. Then, students will use Skype technology to correspond with other fifth grade classrooms around the country. Skype locations will be in: California, Oklahoma, New Jersey, Maryland, Florida, Utah, and South Dakota. Students should record how many students experienced tornadoes as well as information from the experience in these regions.

DAY TWO
6. Students will use Microsoft Excel to create a graphical representation of their findings.

7. Students will discuss in small groups where their research has led them to believe tornadoes occur most often.

8. Students will come back together as a class to discuss their findings.

9. A large map of the United States will be hung on the board and each small group will shade the area of the map they think is most affected by tornadoes.

10. As a class, we will discuss “Tornado Alley” and how the students’ findings differed based on the location of the person they interviewed.

11. Students will journal and reflect on what they know/have learned about tornadoes, their locations, and how they affect our everyday world.

Differentiated Instruction

ESL
ESL students will be paired with an English speaking student. Together, these students will work to collect data. Also, ESL students may use the translation website if they need further clarification. ESL students may also work with another student when creating their spreadsheet. The “How to Use Excel” website may be used if needed.

Challenge/Extend
If an extension is needed for this lesson, students may be asked to write letters to the schools in which we “Skyped” with. The letters should include a few items about our class, as well as any experiences with hazardous weather we may have had. The letter should also include a “thank you” for helping us with our project.

Special Needs
Students with special needs may also work with another student or small group, if they choose. The work load may be adapted depending on the student’s specific IEP guidelines. Students with low motor abilities may use assistive technology to record their findings instead of writing in their journal. Students with special needs may also choose a different way to represent their findings—they may choose to use a different form of representation other than an Excel spreadsheet.