Activity:
The students will be
asked to pick a past hurricane to research.
For the second half of the class the students will begin writing a short
story. They will write the story as if
they were in the hurricane they researched.
The story will be collected the next day at the beginning of class.
Assessment:
The students will be graded upon their effort level during
the research time. They will be graded
upon how well the story was written and its creativity.
20
– Research
60
– Creativity
20
– Grammar and spelling
Lesson
6—Hurricane Headline
Objectives:
Students will be able to:
·
Practice expository writing.
·
Practice researching on the Internet.
Materials:
Computers
Paper and Pencil
Activity:
The students will be asked to write a newspaper article on a
hurricane. The article can forecast the
hurricane or discuss its damage. They
will be asked to write the essay as if it were actually from a newspaper. They will be required to give a date to the
article and a location to the newspaper.
Assessment:
The students will be assessed by the quality and creativity
of their newspaper article.
60
– creativity
20
– grammar and structure
20
-- spelling
Math Lesson Plans
Math
Lesson 1: Disaster Math
Objectives:
Students will be able to:
·
Relate math to hurricanes.
·
Solve numeric operations problems involving finding the
quantity of the variable which is a factor in a hurricane.
·
Practice using the Internet to search for
solutions.
Materials:
·
Internet-FEMA for Kids Disaster Math test on website http://www.app1.fema.gov//cgi-shl/kids/quizbuilder.cfm?quiz=math_hurr&prize=1
·
Introductory material given by teacher
·
Paper
·
Pencil
·
Calculator
Activity:
1-The teacher will show a sample problem on the board.
2-Students will then be instructed to go to the Disaster
Math test on the FEMA for Kids website.
3-Students will take test and may need to research
information on the website before taking the test.
4-Students will print out the score at the end.
Assessment:
Participation-70 points
Accuracy-30
points- each problem is worth 5 points
Math Lesson
2: Just Graph It!!!
Objectives:
Students will be able to:
·
Create a bar and picture graph from data.
·
Analyze the data.
·
Brainstorm damage from hurricanes.
Materials:
·
Pencil
·
Paper
·
Data from USA Today
·
Calculator
Activity:
Teachers will discuss with students how hurricanes cause
millions of dollars in damages each year. Students will brainstorm the
different ways that hurricanes cause damage and write down one on an index
card. Following the brainstorm, the
class will have a brief discussion.
Students will then create a bar and picture graph to show the costs of
hurricane damage over the decades. Data is provided below. (Data source: USA
Today)
|
1920s
|
$2 billion
|
|
1930s
|
$4 billion
|
|
1940s
|
$4 billion
|
|
1950s
|
$11 billion
|
|
1960s
|
$17 billion
|
|
1970s
|
$17 billion
|
|
1980s
|
$15 billion
|
The students will then discuss
the data among a group of four students and come up with a question to ask the
class about data. Each group will then
choose a spokesperson and will ask the class their question and then the class
responds.
Assessment:
One Item brainstorm for Hurricane damage: 25 points
Accuracy and Neatness of Graph: 50 points
Participation in group question and response: 25 points
Math Lesson
3: Tracking Hurricanes
Objectives:
Students will be able to:
·
Show how to plot hurricanes on a tracking map.
·
Use the points on tracking map to find a line of best
fit.
·
Examine the graph to identify any outliers.
·
Navigate the Internet in order to accomplish a given
task.
Materials:
·
Tracking Map
·
Data points with the time that they are given
·
Internet: FEMA for Kids website http://www.fema.gov/kids/hurrtrac.htm
·
Calculator
·
Paper
·
Pen/pencil
Activity:
1-Teacher will refresh students on how to find a line of
best fit or linear regression equation and what outliers are and how to
identify them.
2-Students will plot points on hurricane tracking map.
3-Students will convert these points to feasible numbers and
find the line of best fit.
4-Students will identify any outlier(s).
5-Students will answer the following two questions:
How are tracking
map related to graphing regular coordinates?
What time/day do
you predict that the hurricane warning and watch will be indicated
(Hint: use
information from website)?
Assessment:
Participation: 70 points
Accuracy-30 points total
Plots pointed: 10 points
Line of best fit:5 points
Outliers: 5 points
Two questions: 10 points (5 each)
Math Lesson
4: Hurricanes!-More Tracking
Objectives:
Students will be able to:
·
Track the location of a hurricane on a computerized
map.
·
Plot a set of points on graph paper.
·
Analyze their graphs and answer prediction questions.
Materials:
·
Computer with Internet access
·
Graph paper
·
Pencils
·
Hurricanes! Worksheet
·
Calculator
Activity:
1. Review the directions north, south, east, and west.
Illustrate longitude and latitude with a map. Point out the Equator and Prime
Meridian. Discuss graphing using the x-axis and y-axis.
2. Go to the Miami Museum of Science Web site, http://bird.miamisci.org/hurricane/instructions.html
, to learn how hurricanes are tracked. 3. Have students plot the points
requested on the interactive maps and track Agnes and the other hurricanes
listed.
4. Tell students to go to the site, http://wxp.atms.purdue.edu/hurricane/index.html
, to answer the questions on the Hurricane! Activity Sheet, seen below,
regarding the 1996 hurricane season and specific hurricanes, will require interpretation
of data on the map.
4. Have students plot the imaginary hurricane information
from the activity sheet on graph paper. You will need to assign the longitude
and latitude numbers for your students according to the type of graph paper you
use.
Assessment:
Participation through Observation: 70 points
Accuracy: 30 points
Graph: 10
points
Questions/
Worksheet: 20 points
Hurricanes!
Worksheet
Name ______________________________ Period
__________________
Hurricane!
Go to the following site and plot the points requested to
track a hurricane. When you have finished with one hurricane, choose another
from the buttons below the map on the screen.
Miami Museum of Science-Tracking Instructions
URL: http://bird.miamisci.org/hurricane/instructions.html
Find this site and answer the questions below. You will need
to scroll down the page to locate the hurricane maps. Click on a map to see a
larger version.
Hurricane/Tropical Data
URL: http://wxp.atms.purdue.edu/hurricane/index.html
Hurricane Fran
1. Where is the first recorded location of Fran shown?
2. Using the image of the hurricane, give the coordinates of
its eye.
Hurricane Hortense.
3. What was Hurricane Hortense's most westerly point?
4. How many degrees of latitude separate the recorded
northern and southern most points of this hurricane?
Track the course of an imaginary hurricane, Larry, by
plotting the points on graph paper.
5. Using the map of 1996 Tropical Storm Tracks, determine
three states that might be affected by Hurricane Larry.
Math Lesson
5: Its Going to Blow
Objectives:
Students will be able to:
·
Calculate the rate of inflation.
·
Identify the estimated costs of damage of hurricanes
Materials:
·
Internet-Stormfax Weather Services website
·
Pencil
·
Paper
·
Calculator
Activity:
1-Teacher will give an example on how to calculate
inflation.
2-Students will go to Stormfax Weather Services, click
Hurricanes, then United States Hurricane Statistics (1900-1997), scroll down to
U.S. Hurricane Statistics: 1990-1997, and explore both Top 25 Costliest /actual
$$ and Top 25 Costliest /adjusted $$.
3-Then have students calculate the rate of inflation between
each hurricane and 1997.
Assessment:
Participation: 70 points
Accuracy: 30 points
Math Lesson
Plan 6: Math Surge Project
This lesson is to be completed toward the end of the lesson
when the students have many resources on hurricanes.
Objectives:
Students will be able to:
·
Use knowledge of Internet to formulate statistics on
hurricanes.
·
Apply knowledge of statistics to formulating their own
statistics.
Materials:
·
Internet
·
Calculator
·
Paper
·
Pencil
Activity:
This will be a sort of culminating experience to this
interdisciplinary hurricane webquest.
The teacher will review various statistics. Students will use all websites they have searched and develop
statistics of their own on hurricanes.
Throughout the unit students have sued various websites and websites
with many links, which now the students may become creative. The teacher could even provide a list of
possible websites. Students will
develop a sheet of at least ten statistics that they have had to calculate from
data listed on various websites. These
statistics must include: mean, median, mode, percentages (2). Students can look at statistics provided on
websites to look for examples, but students must show math on paper of how they
developed their own statistics. These
should be statistics that the student thinks is important. The students will turn in a typed sheet of
statistics titled, “student’s name”’s Hurricane Statistics. Under each statistic the student should
provide the web address. The student
will attach written work/math to this list.
Assessment:
Math work: 70 points
Ten statistics: 30 points
Science
Lesson Plans
Science
Lesson Plan 1: Stages of Development
(Webquest)
Objectives:
Students will be able to:
·
Tell about the different stages of a hurricane.
·
Gain a better understanding of using the Internet.
Materials:
·
Pen/pencil
·
Paper
·
A computer with Internet access
Activity:
Use the following website to answer the questions below for
a Webquest:
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/stages.rxml
Make sure
that you answer the following questions in complete sentences.
1.
Name the four stages of development in order.
2.
What are the common parts of a disturbance?
3.
What are the surface wind speeds of a tropical depression?
4.
Why do tropical storms resemble hurricanes?
5.
When does a tropical storm become a hurricane?
6.
What is the difference between a hurricane watch and a
hurricane warning?
7.
What do you think about this website? Is it useful and informational?
Assessment: Worksheet:
90 points
Participation: 10
points
Have a class discussion about the different stages of a
hurricane, also asking the students’ their impressions of the website.
Science
Lesson Plan 2: Catch the Wind!
http://school.discovery.com/curriculumcenter/weather/activity2.html
Objectives:
Students will be able to:
·
Tell others about the Beaufort wind scale.
·
Learn how to work with others in a group.
·
Describe winds they measure and compare those to winds
of a hurricane.
Materials:
·
4 plastic drinking straws
·
Tape
·
4 small paper cups (bathroom dispenser cups)
·
1 straight pin
·
1 pencil with an eraser
·
Beaufort wind scale (included)
·
Worksheets provided
Activity:
1. Arrange
the four plastic drinking straws to form a cross and tape the straws together
where they meet at the center of the cross.
2.
Tape one drinking cup to the end of each straw, making sure
that the bottoms of the cups face the direction that your anemometer will
rotate.
3.
Push a straight pin through the center of the straws into an
eraser on the end of a pencil. This provides the axle on which the straws and
cups will rotate.
4.
Mark one cup as a reference. You'll be measuring the speed of
the wind by noting the number of complete revolutions that the anemometer makes
in one minute.
5.
Measure the wind speed in your classroom and at several
locations outside, noting your results on the worksheet below. In addition, use
the Beaufort wind scale to describe the wind speeds at each location you test.
Fill in the provided chart with what you observe in various
places in the school, as well as outside, as specified that day.
Assessment: Participation in Experiment: 70 points
Teamwork and cooperation in working
with others: 10 points
Completion of Worksheet: 20
points
Listen to the students for teamwork and have a discussion
after the activity to assess their understanding of the Beaufort wind
scale. Their worksheet will also be
graded to ensure that they completed the task.
Science
Lesson Plan 3: Build a Weather Station!
http://school.discovery.com/lessonplans/activities/weatherstation/itsrainingitspouring.html
Objectives:
Students will be able to:
·
Gain an understanding of what a rain gauge is and how
to use it.
·
Learn how everyday household materials can be used in
scientific experiments.
·
See how much rain comes in a “normal” week at their
house and compare these amounts of rainfall to a hurricane rainfall.
·
Make a graph of their data collected.
Materials:
·
Sharp scissors
·
Fine mesh screen
·
Nail file
·
2 two-liter bottles (with tops removed)
·
Permanent marker
·
Ruler
·
Duct tape
·
Vegetable oil
·
Bleach (optional)
Activity:
1. Carefully
cut a two-liter bottle in half to make a funnel. File any sharp edges that may appear.
2. Place
the cut bottle on the uncut bottle so that spouts are touching and in line.
3. Tightly
tape the bottle spouts together. Make
sure that there are no gaps. Place the
screen over the funnel opening and press it slightly inward. Tape it in place.
4. Mark
the rain gauge up the side in 1/4-inch (or 1/2-cm) graduations with the
permanent marker. For more accurate
readings, tape a ruler to the side of the bottle.
5. Pour
in enough vegetable oil to cover the bottom of the rain gauge in a thin layer.
Put the screen in place over the gauge.
6. Place
the rain gauge outside, in an uncovered spot.
7. Decide
on a time period to wait before collecting data. Periodically check the gauge and put a few drops of bleach in it
to retard critter growth.
8. Keep
a record of rainfall totals for each day and the average amount of rainfall
over the time period you specify.
It is important that you not come in contact with the water
as it may contain pathogens.
Assessment: Data
Collection Chart: 60 points
Graph: 20 points
Participation in project and discussion: 20 points
Students will be assessed by their data collection and
accuracy of the graphs that they make with their information. There will also be a class discussion
comparing the rainfall in a week at their house to the amount of rainfall that
comes during a hurricane.
Science
Lesson Plan 4: Show the Video “Wonders
of Weather”
http://school.discovery.com/lessonplans/programs/wondersofweather/qanda.rtf
Objectives:
Students will be able to:
·
Understand some background information about weather.
·
Understand more information about hurricanes.
·
Have a discussion about the video.
Materials:
·
The movie
·
Pen/pencil
·
The worksheet
Activity:
Students will watch the movie
and answer the following questions:
1. How was the atmosphere created?
2. Where does the world's weather occur?
3. How did the term “front” become a weather
term?
4. What are hurricanes called in other parts of
the world?
5. What causes hurricanes?
6. How can coastal cities protect themselves
against hurricanes?
7. How has the prediction of hurricanes changed?
8. How does a tornado begin?
9. How do scientists predict where a tornado will
hit?
10. What kinds of information can scientists
gather using a weather balloon?
11. What was the effect of the Mount Pinatubo
volcanic eruption on the Earth's climate?
Assessment:
Worksheet: 80 points
Participation in Discussion: 10
points
Attentiveness during movie: 10 points
There will be a discussion upon the completion of the movie about what the
students learned from the movie. The
students will also be assessed by their answers to the worksheet.
Science
Lesson Plan 5: Tropical Twisters
(Webquest)
http://kids.mtpe.hq.nasa.gov/archive/hurricane/creation.html
Objectives:
Students will be able to:
·
Thoroughly describe how a hurricane is created.
Materials:
·
Pen/Pencil
·
Paper
·
Computer with Internet access.
Activity:
Please answer the following questions pertaining to the
above referenced link:
1.
How many people were killed in the largest natural disaster
and where did this occur?
2.
What three conditions are required for a hurricane to occur?
3.
There has been a population growth in an area prone to
hurricanes. What area am I referring
to? Why do you think there has been a
population growth there?
4.
Where do some of the most destructive hurricanes originate?
5.
Describe what the eye of a hurricane is.
6.
What is TRMM and what is it useful for?
7.
What do you think about this website? Is it helpful and informational?
Assessment:
Worksheet Accuracy: 80 points
Participation in Discussion: 20
points
The students will be assessed according to their answers on
the worksheet, as well as their contributions to the discussion based on the
worksheet.
Science
Lesson Plan 6: Hurricane Destruction
(Webquest)
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/dstr.rxml
Objectives – Students will be able to:
·
Understand the categories of hurricanes.
·
Describe the damage associated with hurricanes.
Materials:
·
Pen/Pencil
·
Paper
·
Computer with Internet access
Activity:
Please answer the
following questions based on the website:
1.
Describe the wind speeds and damage observed for each
hurricane category.
2.
There are three main components associated with
hurricanes. What are they? Describe each.
3.
Which component do you think is the worse? Why do you think this?
4.
What do you think about this website? Was it helpful and informative for you?
Assessment:
Worksheet: 90 points
Participation in Discussion: 10
points
There will be a discussion of the scales and comparing the
damage observed with each category.
Social Studies Lesson Plans
S.S.
Lesson Plan 1: Tracking (Geography)
Objectives:
Students will be able to:
·
Use a map to track a hurricane
·
Identify the areas affected by the hurricanes path
Materials:
·
Tracking map
·
Hurricane coordinates
·
Colored pencils
·
Ruler
·
Reference map
Activity:
·
Students will be asked to pick from one of the
following hurricanes: Hazel, Hugo, Bertha, Fran, or Floyd.
·
They will then use a tracking map (teacher will provide
maps) to plot the path of the hurricane from its origin.
·
Students will also list the names of the countries and
surrounding states that the hurricane has affected.
·
The maps must also contain the following: (1) the
hurricane’s name, (2) date and location the hurricane made landfall, (3)
category.
·
The map must be legible
Assessment:
The
following will assess students:
Correctly
tracking the hurricane: 20 points
Correctly
naming affected countries: 40 points
Including
the correct information listed in the activity: 30 points
Neatness:
10 points
**Coordinates for Hurricanes are listed at http://www.nhc.noaa.gov/pastall.shtml
S.S. Lesson Plan 2: Timeline
Objectives:
Students will be
able to:
·
Understand the history of hurricanes along the coast of
North Carolina
·
Put hurricanes in chronological order according to date
Materials:
·
Construction paper
·
Markers
·
Scissors
·
Computer Access
Activity:
·
Students will be given a list of Hurricanes: Hazel,
Hugo, Bertha, Fran, and Floyd.
·
Using the Internet students will complete a timeline of
Hurricanes.
·
The timeline should include the date the hurricane hit,
the area that was affected, and the amount of people that were affected
(population of area).
·
Students will also be asked to look up one hurricane
that has hit a third world country in the past 10 years.
·
The will have make comparisons between what was
available (medical supplies, shelter, food, etc.) and not available to the
third world countries as compared to those available to hurricane victims in
the United States.
Assessment:
Students will be assessed in two
parts (a) the timeline must be complete and correct with all information
included that was listed in the activity and (b) students must provide
resources for information on third world countries.
S.S. Lesson Plan 3: Web Quest
Objectives:
Students will be able to:
·
Gain an understanding of North Carolina hurricanes
·
Understand how the hurricanes have affected the
cultures/people of North Carolina
Materials:
·
Computer
·
Hurricane worksheet
Activity:
·
Students will be given a worksheet.
·
Using the web addresses that they are given they must
complete the worksheet.
Assessment:
·
Students will receive a grade for the worksheet.
60 - Effort and
Completion
20 – Sentence
structure
20 – Quality of
answer
Webquest: Horrid Hurricanes
1.
What area of North Carolina was most affected by Hurricane
Fran? ___________ _________________________________________________________________
2. What about Hurricane Hugo?
_________________________________________
____________________________________________________________________
3. What About Hurricane
Isabel?__________________________________________
____________________________________________________________________
4. What about Hurricane Floyd?
__________________________________________
____________________________________________________________________
5. How do the websites show or
explain what areas of NC were most affected by the storms?
______________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. Can you explain to me how the
four hurricanes were each so destructive? For example, was their major
destruction blamed on the storm’s floods, winds, or possibly high tides? Please
answer in complete sentences.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7. Did you find it difficult to determine and define a hurricane by
its destruction, or was it easy?
_________________________________________________________
8. From what you have learned in science, might you be able to
speculate on why storms behave differently or cause such different types of
damage? ______________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
9. What was the most devastating hurricane to
make landfall on the North Carolina Coast?
______________________________________________________________
10. What are you basing your answer on?
__________________________________
11. What are some factors that could deem a
hurricane truly devastating?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
S.S. Lesson Plan 4: Name that Hurricane
Objectives:
Students will be able to:
·
To understand how a hurricane gets it’s name
·
Why there are two lists of hurricane names
Materials:
·
Tracking map of both the east and west coasts
·
Colored pencils
Activity:
·
Student will look at the lists of hurricane names for
the 2004 hurricane season.
·
They will then chose a name and predict the course of
the hurricane.
·
Remind students that this is strictly hypothetical, but
they should take into account affect the wind patterns and currents will have
on the predictions they make. Also
depending on which name the student chooses the hurricane could be in either
the Atlantic region or the pacific region.
Assessment:
Students
will be assessed on the prediction map
S.S. Lesson
Plan 5: Personal Story
Objectives: Students
will be able to
·
Apply the knowledge that they have gained about
hurricanes and hurricane awareness
Materials:
·
Paper
·
Pen or Pencil
Activity:
·
Students will be asked to write a fictional story from
a hurricane survivor’s point of view.
·
The story must have a beginning, middle, and an end.
·
Students will need to build on the following
scenario: You live in a small coastal
community in North Carolina and a class 2 hurricane is coming your way and your
family has decided to ride out the storm.
The storm has not yet hit the Gulf Stream so there is a good chance the
storm will only get stronger. Your area
has already received a tremendous amount of rainfall this season and it is
almost guaranteed that the area will flood.
Emergency Management Systems have requested that everyone evacuate
because it will be difficult for help to reach the area.
·
What preparations will you and your family make to
ensure your safety?
·
Make sure to describe what you think you would be
feeling and seeing.
Assessment:
Students
will be assessed by the story that they write.
They will need to use
·
Correct grammar and spelling
·
List at least three items that they would include in a
disaster supply kit.
·
Imagination
** The paper should be
approximately one page in length.
S.S. Lesson
Plan 6: Current Event
Objectives:
Students will be able to:
·
Recognize differences in different areas and make
comparisons
·
Research information
Materials:
·
Computer
·
Paper
·
Pen or pencil
Activity:
·
Students will use the computer to look up past articles
on hurricanes. The news source must be
credible.
·
Hurricanes can be from all over the world except North
Carolina.
·
Students will present the hurricane to the class.
·
Students should list the (1) name, (2) date hurricane
made landfall, (3) location of landfall, and (4) category of hurricane at landfall.
·
From the information that students have gathered about
North Carolina and hurricanes they will be asked to compare how the different
areas conduct emergency management before, during, and after hurricanes.
·
The information will then be added to the timeline of
North Carolina hurricanes that the class has already made.
Assessment:
Students
will be assessed by the criterion that is listed in the above activity.
Dance/Music
Lesson:
We are a
Hurricane
(Performed day before
closing activity)
Objectives:
Students will be able to:
·
prepare and perform what they have learned about
throughout the entire unit to create a dance symbolizing the process of a
storm.
Materials:
·
Internet
·
Songs
·
CD/tape player
Activity:
Students will have heterogeneous groups and will be assigned
groups 1-4. Each group will develop
their dance and submit steps and the song they would like to choose based on
their part of the dance. Each step or
series of steps should have a justification based on hurricanes written beneath
it. Students may search the web for
titles of songs they would like to use.
Students should write the amount of time they need from that song, so
that teachers may compile the songs into a series that the students will
perform in the auditorium.
Group1-calm before the storm
Group 2-first part of hurricane
Group 3- eye of the hurricane
Group 4-second half of hurricane
Group 1-passing after hurricane
Everyone participate in clean up after storm and chooses
song/music to use
Assessment:
Participation and Effort through teacher observation
Art Lesson Plan
Objectives:
Students will be able to:
·
Draw a hurricane.
·
Use their creativity to draw what they think a
hurricane looks like.
Materials:
·
White Paper
·
Crayons
·
Paintbrushes
·
Black tempera paint mixed with a small amount of Joy
Detergent
·
Nails
Activity:
1.
The students will cut out what they think a hurricane looks
like (square, circle, oval) in their opinion.
2.
The students will use crayons to color their paper with all
different types of colors. They need to
use at least 10 different colors on their paper. Make sure that the students do not leave any white space on their
paper.
3.
The students will evenly paint over their drawing with the
black paint. Make sure that the entire
paper is covered with black paint.
4.
Allow 20-30 minutes for the creation to dry (possibly a day,
depending on time).
5.
Have the students “carve” out different shapes and/or patterns
on their hurricane. The patterns should
reflect what they think of when they think of a hurricane.
Assessment :
Participation and
Creativity: 90 points
Using
10 different colors: 10 points
* We will have a discussion following the creation of the
hurricanes and have the students describe why they chose to make their
hurricanes certain shapes and colors.
Community
Service Lesson:
I am a
Survivor!!!
This
lesson will be conducted at the end of the unit before the field trip and will
last for two days.
Objectives:
Students will be able to:
·
Understand what victims of hurricanes need.
·
Apply their understanding of what FEMA does.
Materials:
·
Internet-FEMA website and any brochures that the
organization gives us
·
Supplies that the students created on list
·
Paper
·
Pen/pencil
Activity:
1-The teacher will introduce FEMA and their role in
restoring our state after a clean up.
The teacher will use the FEMA website, http://www.fema.org/,
as a guide in her teaching.
2-Students will look on the FEMA for Kids’ website, http://www.fema.gov/kids/, and read about
how we can prepare for disasters and how to prevent damage.
3-Students are to write down at least five facts, and draw
and color a picture beside of it.
4-Students will present their five facts.
5-Students will make a list of what they would like to put
in their survival kit that they will make.
6-Students will make the survival kit. We can deliver them to an area school that
is a shelter during hurricanes.
Assessment:
Presentation for FEMA for Kids website: Each fact will count
20 points, and will be graded on neatness and evidence of understanding.
Survival Kit:
List-50 points
Completion of Kit-50 points
Final
Assessment: Unit Portfolio
Objectives –
Students will be able to:
·
Organize and synthesize information gathered and
learned throughout the unit.
·
Use their investigative and creative skills to add a
personal finishing touch to the unit.
Activity:
The students will be asked to create and build a portfolio
that is both creative and neatly organized.
The portfolios should contain some of the best pieces of work from
various activities in each of the 4 core subjects, as well as a paragraph on
the opening and closing activities describing their thoughts and feelings. The students should also include a paragraph
about the community service event. The
students will have a personal section that will contain at least three of the
following: news articles about
hurricanes, pictures your family may have taken during a storm, pictures or
drawings of things that remind you of a hurricane, and/or a journal entry of
someone that may have been in a hurricane.
This will be graded on the following scale:
Organization/Neatness: 20 points
Table of
Contents: 5 points
Activities
from each subject: 40 points
Opening and
Closing Paragraphs: 10 points
Community
Service Paragraph: 5 points
Personal
Section: 20 points
**The students will also be required to fill out a
questionnaire with their thoughts on the entire unit, but they will turn these
in separately and anonymously.
Culminating Activity
We are going to fly to the National Hurricane Center in
Miami Florida. While we are there we
will take a tour of the facility and go for a ride with the “Hurricane Hunters”
Resources
Build Your Own Weather Station. (2003).
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(2003). <www.school.discovery.com/curriculumcenter>
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[13 April 2004].
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[15 April 2004].
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Alert! Hurricane Warning! (2004).
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[20 April 2004].
Stages of
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<http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/stages.rxml>
[14 April 2004].
Tropical Twisters.
Hurricanes: How They Work and
What They Do. (2003). <http://kids.mtpe.hq.nasa.gov/archive/hurricane/creation.html>
[14 April 2004].
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Hurricanes. (2002). <http://www.gailsresourceguide.com/hurricanewebquest.html>
[12 April 2004].
Wonders of Weather Video Comprehension Worksheet. (2001).
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[20 April 2004].
<www.wral.com/hurricanes/150477/details.html>
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