Thematic Unit: Tsunamis

Crystal Allman
Spring 2015

Function Words Template 1.

Earth/Space Science Function Words
About

Above

Across

Beside

Betwee
n
Itself
Nothin
g
Several

By

In
None
Since
Towar
d

Under

Inside
On
Throug
h
Until

After

Aroun
d
Down Excep
t
Into
Like
Onto Out of

At
Each

That

Them

Little
Outsid
e
These

Up

Upon

With

All

Anothe Any
r
Either For
From

Both

Many
Over

Most
One

Much
Other

Near
Past

They

This

Those To

Withi
n

What

Whic
h

Few

Topic: How is a Tsunami formed?

Sub Questions:
Why do tsunamis occur?
How are tsunamis measured?
Where do you find tsunamis?
How long do tsunamis last?
Who studies tsunamis?
What is the difference between a tsunami and an earthquake?

1. Students select from the word list to describe what they discovered about
__Tsunamis__. Having students look at the function words will help them
understand the language used in science.
a. When tsunamis occur, it causes________. Tsunamis form in the ________
causing waves to crash onto the _________. There are ________ stages to a
tsunami. Each tsunami is different because they all have different ________
sizes.
b. Class Discussion:
i. Did all of the groups come up with the same words or are there different
patterns?
ii. What do these patterns reveal?
iii. Record student responses.
2. Introduce a text about Tsunamis; include any new vocabulary students need to
know to understand what they are reading.

3. Discuss and choose the appropriate text structure.

Biography:
Bonar, S. (2002). Tsunamis. Mankato, Minn.: Capstone High-Interest Books.
Tsunamis is a great book! It gives a lot of awesome details about how big tsunamis can
be, what causes them, the warning systems provided, and even how to survive a tsunami.
It gives a lot of amazing facts with vocabulary to go along with it.
Brown, C., & Baker, E. (2011). Geology of the Pacific Northwest investigate how the Earth was
formed with 15 projects. White River Junction, VT: Nomad Press.
This book explains so much to students on how the earth was formed. It gives
information of how a earthquakes, volcanos or tsunamis would cause the earth to change
and look different. Also there is a lot of science experiments, which is awesome because
the book explains and shows how these events happen.
Kajikawa, K., & Young, E. (2009). Tsunami! New York, NY: Philomel Books.
This book is a storybook about a family from Japan who went through a tsunami. Its a
great book for younger children to help them get the main idea of what a tsunami is.
Painless Earth Science. (2011). Barron's Educational Series, Incorporated.
This book is a awesome teacher source. It is packed full of earth science information.
Not only is it informative but it has also has questions they call Brain Ticklers and
graphs to show examples.
Vogel, C. (2000). Nature's fury: Eyewitness reports of natural disasters. New York: Scholastic
Reference.
This is a higher level book for older children, but it is an awesome reference book! This
book is packed full of real life natural disasters. It has everything from volcanos, to
earthquakes and tsunamis.
Vocabulary: volcanoes, harbor, earthquake, ocean, waves, flooding, coastline
Semantic Map Template 2
Description: There are three stages to a Tsunami, generation, propagation, and inundation. The
first stage is generation, this is when the ocean floor either lifts or drops caused from a
underwater earthquake, landslide or volcanic eruption. The second stage is propagation; this is
when a tsunami moves away from the source. The deeper the water the faster the waves travel,
they can travel up to 600 mph. The third stage is inundation; this is the last stage which is when
water moves onto land. A tsunami affects coastal areas different ways depending on the height
or slope of the coastline.
Painless Earth Science. (2011). Barron's Educational Series, Incorporated.

First
Stage

Generation

Waves flood dry land.

Tsunami
Stages

Causes ocean floor to lift or Creates

drop. the tsunami.
Ex:Earthquake

Inundation

Wave can be up to 100 ft high. Third

Stage
Second
Stage

Tsunami moves away from source.

Propagation
Waves can move 600 mph.

Key description words: each

I would use this graphic organizer as an overview of the three stages involving a Tsunami. I would use
this after I presented the lesson to help break down the three stages.

Sequence Graphic Organizer 3

Description: The most common way a tsunami forms is from an earthquake. Ojisan could
feel the earthquake coming and knew immediately what would follow. He looked at the
sea and could see it coming, a tsunami. He ran to the village to try and warn the
villagers, but it was too late. The tsunami came and destroyed the village, leaving
nothing behind.
Kajikawa, K., & Young, E. (2009). Tsunami! New York, NY: Philomel Books.
Ojisan felt a rumbling underneath his feet, an earthquake was coming!

The earthquake came and was a long, slow spongy motion. The earthquake
made the house rock several times.

Ojisan looked at the sea after the earthquake, it was dark and it looked like
the sea was running away from the land! It was a Tsunami, a monster wave!

Ojisan tried to warn the villagers!

The sea came down tearing out the land. The sea devoured the village. There
were no more houses, fields or village.

Key Words: toward

This graphic organizer helps to show the students what happened in the book from beginning to
end. It helps to break down the events in the book, and summarize them one point at a time.
This would be a great tool to help students learn how to summarize stories and break them down,
or it could just help lay out the story for students in a shorter form.

Compare and Contrast Graphic Organizer 4

Description: The following graphic organizer compares and contrasts tidal waves and tsunamis.
These are both waves but are very different, and are even formed different. Tidal waves are only
on the surface of the ocean. Their wavelength is usually about 100 feet, having a wind period of
5 to 20 seconds. A tsunami extends from the surface to the bottom of the ocean. Their
wavelength can be up to 100 miles and lasts from 10 minutes to 2 hours. Tides are the rising and
falling of the oceans surface. Tsunamis are caused by sudden movements of the ocean floor.
Bonar, S. (2002). Tsunamis. Mankato, Minn.: Capstone High-Interest Books.
Tsunami
It is sudden
movements
of the ocean floor.

Tidal Wave
It is the rising
and falling of the oceans
surface.
Waves are caused by
the pull of the moon
and the sun.

They are both

waves.

Underwater earthquakes, landslides, or

volcanic eruptions can cause a tsunami.
Extend from the surface to the bottom of the
ocean.

This pull causing waves

is called gravity.
Tides happen twice each
day.

Key words: Either, These

This Venn diagram helps show students the differences and similarities between Tidal Waves and
Tsunamis. This is a great tool for teachers to use in the classroom to either assess what the
students already know, or assess what they should have learned from the lesson.

Cause/Effect and Problem/Solution Template 5

Description: This diagram will help the students understand cause and effect. In the first box on
the left it explains what happened, a volcano blew up. In the box on the right next to it explains
what the effect of that volcano; a tsunami began causing a lot of people to drown. This continues
throughout the rest of the diagram. In the second box down it explains there was a rockslide in
Alaska. In the box to the right it tells how that caused a wave slamming into a hillside. In the
bottom left box it tells how an earthquake happened by Alaska in the Pacific Ocean. The effect
in the right box beside it explains how the tsunami traveled to the Hawaiian Islands 5 hours later.
Vogel, C. (2000). Nature's fury: Eyewitness reports of natural disasters. New York: Scholastic
Reference.
In 1883 a volcano on the Indonesian
island of Krakatau blew apart as one of
the most powerful eruptions in history.

This generated a very powerful tsunami.

The tsunami rushed onto Krakatau, and
surrounding islands. It was a mountain
of water more than 115 ft high, causing
36,000 people to drown.

In 1958 there was a huge rockslide that

plunged into Lituya Bay in Alaska.

This caused a wave to form that was

1,740 ft high that slammed into a hillside.
This is higher than three Washington
Monuments stacked together.

In 1946 a tsunami started from an

earthquake in Alaskas Aleutian Islands.
It traveled across the Pacific Ocean
unnoticed.

It crashed into the Hawaiian Islands 5

hours later. The tsunami traveled 2,500
miles and still had waves 20-30 ft high.
On the Hawaiian island Laupahoehoe
alone, 24 people lost their life.

Key words: which

This diagram would be very useful to help students use cause and effect. They would simply list
down the cause of an event or something that happened, and then write the effects of that event.
Literature Evaluation Template 6
Use this template to evaluate literature you may use in your classroom.
Title: Tsunamis
Author: Bonar, Samantha
Questions about the
literature
Is the literature age

Science Topic: _____________Tsunamis_____________

Yes
No
Comments
X
This book is very age appropriate; it

appropriate?
What is the
publication date? Is
the book outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low socioeconomic
students?
Is the minority or
low socioeconomic
student presented
negatively?
Does the literature
leave students ready
to participate in the
science lesson?

has good vocabulary for this age of

children.
2002, it is not outdated.

The material that is presented is very

accurate.

Yes, it gives great factual information.

Yes , it goes into a lot of depth about

tsunamis.

Yes, it gives a lot of facts about

tsunamis helping promote intrest.

Yes

N/A

N/A

Yes, I prepares students for the

discussion of tsunamis.

Title: Geology of the Pacific Northwest Investigate How the Earth Was Formed with 15 Projects
Author: Brown, Cynthia L., and Eric Baker
Questions about the Science Topic: ____________Tsunamis______________
literature
Yes
No
Comments
Is the literature age
X
I feel that this book would be more for
appropriate?
the teacher to look at and reference, not
for the students.
What is the
X
2011, it is not outdated.
publication date? Is
the book outdated?
Is the Science
X
It has very accurate information with
material presented
accurate science projects as well.

accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low socioeconomic
students?
Is the minority or
low socioeconomic
student presented
negatively?
Does the literature
leave students ready
to participate in the
science lesson?

Yes it is presented clearly. The projects

are presented clearly as well.

Yes it helps students understand

science.

The science projects promote science.

Yes

N/A

N/A

Yes, it also prepares them to do a

project.

Title: Tsunami
Author: Kajikawa, K., & Young
Questions about the
literature
Is the literature age
appropriate?
What is the
publication date? Is
the book outdated?
Is the Science
material presented
accurately?
Is the Science
material presented

Science Topic: ____________Tsunamis______________

Yes
No
Comments
X
This book would be a simple way to
introduce tsunamis geared to younger
students.
X
2009
X

It is presented accurately, in simple

terms for young students.

Yes, it presents the order of a tsunami.

clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low socioeconomic
students?
Is the minority or
low socioeconomic
student presented
negatively?
Does the literature
leave students ready
to participate in the
science lesson?

Yes

Yes, it will make the students interested

in how tsunamis form.

Yes

N/A

N/A

Yes, it would be a great bridge from a

story to a science lesson.

Title: Painless Earth Science

Questions about the
literature
Is the literature age
appropriate?
What is the
publication date? Is
the book outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in

Science Topic: ____________Tsunamis______________

Yes
No
Comments
X
The literature from this book is a great
reference for the teacher, but would be
tough of children to read.
X
2011, this book is not outdated.
X

It is presented accurately, helping

students better understand tsunamis.

Yes

Yes, it helps understand how and why

tsunamis happen.

Yes.

Science?
Is the literature
sensitive to your
minority students?
Is the literature
sensitive to your
low socioeconomic
students?
Is the minority or
low socioeconomic
student presented
negatively?
Does the literature
leave students ready
to participate in the
science lesson?

Yes.

N/A

N/A

Yes, it will help them better understand

tsunamis.

Title: Nature's fury: Eyewitness reports of natural disasters

Author: Vogel
Questions about the Science Topic: ____________Tsunamis______________
literature
Yes
No
Comments
Is the literature age
X
This is very age appropriate; it has lots
appropriate?
of pictures and examples for children to
read through.
What is the
X
2000, not outdated, but getting close.
publication date? Is
the book outdated?
Is the Science
X
It presents tsunamis very well
material presented
considering it presents real situations.
accurately?
Is the Science
X
Yes, clearly stating natural disasters
material presented
with tsunamis.
clearly?
Does the literature
X
Yes, hearing stories and understanding
add to the
what took place when the tsunami
understanding of
happened.
Science?
Will this literature
X
Yes, children wanting to know how
promote interest in
tsunamis happen.
Science?
Is the literature
X
Yes
sensitive to your
minority students?
Is the literature
X
N/A
sensitive to your

low socioeconomic
students?
Is the minority or
low socioeconomic
student presented
negatively?
Does the literature
leave students ready
to participate in the
science lesson?

N/A

Yes, it would help the students get

excited.

Mapping Template 7
The template below shows to the students all of the factors that contribute to a tsunami. It takes
the concept of tsunamis and breaks it down in a very simple way for students.
Underwater earthquake

Flooding

Coastline

Waves

Speed

Vocabulary Template 8
Use this template to help students internalize the meaning of vocabulary words.
Vocabulary Word:
Volcanos
Definition:

A volcano is a mountain that opens downward to a pool of molten

rock below the surface of the earth. When pressure builds up,
eruptions occur. Gases and rock shoot up through the opening and
spill over or fill the air with lava fragments.

In My Own Words:
It is a large mountain with an opening at the top. When enough
pressure builds over the years it erupts causing lava to shoot out the
top.

A Picture to Help Me
Remember:

http://en.wikipedia.org/wiki/Hawai%CA
%BBi_Volcanoes_National_Park

Vocabulary word

Tsunami

Definition

a long high sea wave caused by an earthquake, volcano submarine

landslide, or other disturbance. It can cause great destruction.

In my own words

Tsunamis are formed when a disturbance happens in or by the ocean

and causes huge waves to destroy everything in its path.

A picture to help me
remember.

http://www.estudopratico.com.br/tsunami-caracteristicas-prevencaoe-ocorrencias/
Vocabulary word

Earthquake

Definition

a sudden and violent shaking of the ground, sometimes causing great

destruction, as a result of movements within the earth's crust or
volcanic action.

In my own words

This is when tectonic plates run into one another causing the ground
to shake, and crack causing great damage. This is usually what
causes a tsunami.

A picture to help me
remember

http://aminsurance.com/renton-auto-insurance/propertyinsurance/earthquake-insurance-from-a-washingtonagent/earthquake-insurance-facts-and-questions-answered/

Vocabulary word

Coastline

Definition

the outline of a coast, especially with regard to its shape and

appearance.

In my own words

It is alongside the shoreline of the ocean or large bodies of water.

A picture to help me
remember

http://wallpaperswide.com/city_coastline-wallpapers.html
Vocabulary word

Waves

Definition

a disturbance on the surface of a liquid body, as the sea or a lake,

in the form of a moving ridge or swell.

In my own words

When water is disturbed by wind, animal life, ect and causes the
surface of the water to move.

A picture to help me
remember

http://www.highreshdwallpapers.com/crash-of-waves/

Concept Circles Template 9

The first concept circle is deductive reasoning, knowing what to do if you feel an earthquake and
see ocean withdraw from the shore. That is stated in the top left part of the circle, to the right of
it is what you should do next, run away and go inland. Last, in the bottom part of the circle, wait
till you know it is safe and return home.
The second concept circle is in inductive reasoning, talking about the largest tsunami ever
recorded. The starts in the top left part of the circle, to the right of it is what caused the tsunami.
In the bottom left it talks about how this was caused from an earthquake, and on the right where
it took place.
Brown, C., & Baker, E. (2011). Geology of the Pacific Northwest investigates how the Earth was
formed with 15 projects. White River Junction, VT: Nomad Press.

Feel an
earthquake or
see ocean
withdraw from
shore.

Listen to local
radio or TV,
and wait until
safe.

Run away
from shore, go
inland.

Return
home.

Concept or Word: ___________Warning Signs- Deductive reasoning___________________

On July 9,
1958 the
largest
tsunami
wiped out
trees as high
as 1,720.

Large amount of
rock plunged
into the bay.

This was
caused by
an
earthquake.

This
happened in
Lituya Bay,
Alaska.

Concept or Word: ________Largest tsunami wave-Inductive reasoning__________________

Key words: around
These two concept circles would be a great opportunity for students to use inductive and
deductive reasoning. Also it would give students a way to recall important information, or an
interesting fact.

Lesson Plan: Tsunamis

Teachers Name: Crystal Allman
Date: March 25, 2015
Time: 10:00am
Temperature Outside: 12 degrees

Location: Village Elementary

Grade Level: 3rd Grade

IEP Students: none
What I know about the learners in my class: They have a brief understanding of Tsunamis.
Well behaved class, with 2 English language learners.
Topic:
Why is this topic innovative?
Tsunamis happen quite frequently around large amounts of water. It is important to
understand what causes them to form, and what happens during one. A tsunami is a
natural disaster, steaming from an earthquake or volcano, so you could discuss those
natural disasters as well. Also there are a lot of real life examples explaining tsunamis.
How assessable is this topic?
You can find information about this topic in many different places. You can find
information about it in books, movies, online, newspapers and many more.
How would you sell this topic to your administrator?
I would explain that tsunamis are real life events, so children need to be educated on
them. If you are at a school close to an ocean or sea it would be more prevalent to teach,
but even if youre not students may move to a coastal area later and need to know how
tsunamis can occur.
What impact will this topic have on the student?
Again, depending where you are located it potentially could have large impacts on
students. There is a lot of history on tsunamis for students to undterstand the magnitude
of a tsunami. Also they could have family that has been in a tsunami, or they could have
been through a tsunami, so it could have large impacts.
Established Goal:
What is the big idea you unpacked?
I unpacked tsunamis and what causes them, how to sense the warning signs, wave sizes
and how severe tsunamis can be.
Objectives:
Describe what you expect students to achieve? Can it be measured?
I expect the students to achieve an understanding of tsunamis. I want them to understand
the stages a tsunami goes through, the effects of tsunamis, what causes a tsunami, and the
differences between a tsunami and a tidal wave. This can be measured by the creations of
graphic organizers, demonstrating, and labeling diagrams.
Purpose/Intention:
What will students walk away with?
Students will walk away with knowledge about why tsunamis happen, what happens
during a tsunami and how to be safe during one.

How will this help students achieve an understanding of the topic?

Students will achieve a understanding of this topic from this unit and how if covers
tsunamis.
How will this make the topic innovative to the student?
The student may not know a lot about tsunamis or they will misunderstand.

Tools/Materials
What tools will you use to meet your established goal?
I will use books, websites, videos, and news articles about tsunamis.
How will your tools help students achieve an understanding of the topic?
All of the resources I would use would be very educational and interesting to the
students.
Assessment
What type of assessment will you be using? Summative or formative?
I will use summative assessment.
How does your assessment align with the purpose/intention?
The assessment will assess the students knowledge about tsunamis; see if they know the
stages a tsunami goes through, and the effects of tsunamis.
Rubric
List points needed (5 out of 5, 4 out of 5) to achieve success for the established goal.
Implementing the Lesson:
The Hook:
How will you catch your audiences attention (how can you make something such as
convection currents sound exciting?)
I will show a video of a large tsunami taking place.
Questioning:
What questions will be generated during or after the hook?
What is a tsunami? How do tsunamis form? Where do tsunamis happen?
Will all your questions be open ended? Do not use yes/no questions.
Yes, I will use yes or no questions.
I will allow students to formulate their own small groups to discuss questions.
I will challenge students with a question.
Experiment:
Working as a facilitator, I will allow students to conduct an experiment to test their
questions.
I will communicate with students during the experiment.

Modeling:
What will you use to have the students show some performance or product they did
during the experiment (white boards, small chalk boards, poster boards)
I will have them make tables on poster boards displaying the experiment results.
I will have students perform gallery walks observing what other groups modeled (on their
white boards, small chalk boards, poster boards).
Assessment:
Template integration: What will you use from the JUMP DRIVE to assess student
understanding of the established goal?
Teacher should provide 2 of the 20 choices from the JUMP DRIVE so that students have
choice.
Reflection:
I will explore new discoveries made during and after the experiment. I will not grade
reflections for anything besides ideas.

Rubric Template 11
Rubric for __________activity
Elements
Graded

(0-5)

Outstanding
5 points

Lab Book

Lab Book

* Is well organized,
complete and clear

* Is somewhat
organized, clear

* Is poorly organized,
unclear

* Includes key ideas or

concepts and personal
response

* Includes key ideas or

concepts and personal
response but is brief

* Omits key ideas or

concepts and personal
response

* Exceptional
Recording and
Organization of Data

* Good Recording and

Organization of Data

* Good Recording and

Organization of Data

* Good Technical

* Poor Technical

Drawings

Drawings

Some Grammar Errors

Poor Grammar

Mechanics in writing is
not always clear

Poor Mechanics

Responses
* Shows deep thought

Responses
* Shows some thought

Responses
* Shows little thought

* Evidence of recorded
thinking

* Some evidence of
recorded thinking

* Poor evidence of
recorded thinking

* Other added Elements

*Very few added

elements

* No added elements

No Grammar Errors
Writing is clear and
concise, excellent
mechanics

* Includes a minimum
of one graph

Comments:

Unsatisfactory
1 point

Lab Book

* Exceptional Technical
Drawings

(0-5)

Needs Improvement
3 points

* Includes a partially
completed graph

Total Points: ____ + ____

______/10

* Missing the

graph

Points
Earned

_____
out of
5
possible

_____
out of
5
possible