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Unit Plan – Hurricanes

Ferris State University

Rachel K. McInerney
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Table of Contents

 Description of Unit p. 3-4

 Use of Technology / the Arts p. 5

 Distribution of Content Areas p. 6

 Letter to the Students p. 7

 Audience/Class Description p. 8 -9

 Classroom Environment p. 10-11

 Objectives, Outcomes and Standards p. 12-13


 Connection between objectives/goals and standards p. 14

 Lesson 1: What is a Hurricane? p. 15-19

 Lesson 2: Let’s Calculate a Hurricane! p. 20-25

 Lesson 3: Tornado v. Hurricane p. 26-31

 Lesson 4: How Can We Help? p. 32-35

 Lesson 5: Hurricane Research p. 36-41

 Culminating Activity: Present My Hurricane p. 42-45

 Assessments Used p. 46
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Description of Unit

In this unit plan, third grade students will be exploring hurricanes. They will

be doing so through a cross-cutting curriculum. Included in the lesson are English

language arts, mathematics, social studies, science, art, music, technology, health

and physical education. The standards used in these areas follow the Common Core

State Standards (CCSS) in math and language arts, the Next Generation Science

Standards (NGSS) for science, the Michigan Department of Education (MDE) for

social studies, technology, the National Core Arts Standards (NCAS) for art and

music, and the Society of Health and Physical Educators (SHAPE) for health and

physical education.

This unit plan on hurricanes includes each of these nine areas at least once

throughout a six-lesson unit. The first lesson introduces what a hurricane is with the

help of an informational text. The second lesson incorporates math where the

students will read and create their own graphs about hurricanes in America. The

third lesson allows the students to experiment and decide the differences between a

hurricane and a tornado. The fourth lesson gives students the chance to put their

knowledge from the first three lessons to the test, as they will create an informative

pamphlet on how to prepare for hurricanes. Lastly, in the fifth lesson and

culminating activity, students will be conducting research on a hurricane of their

choosing which they will present to the class as their final assignment.

This unit will excite and engage students, as it is a topic that is unpredictable

and interesting. By inviting a unique topic, students will be able to experiment and

explore about an unfamiliar concept while also engaging in all subject areas in the
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curriculum. Especially for those who have never left Michigan, exploring hurricanes

will invite them to learn more about the world around them and give them a better

sense of understanding of different places. This unit is fun, engaging, and hands-on

which will make it helpful to all students!

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Technology

This unit plan includes technology in some shape or form in every lesson. As an

introduction/ hook, a video is often the attention grabber for many of the lessons.

Additionally, the students will be doing a lot of research. They may need some

assistance, but by the end of the lesson they should be able to work more

independently. The students will be using their personal computers to learn more

about different topics concerning hurricanes. Their culminating activity will depend

heavily on their ability to use a computer to research, as they will be presenting

their poster presentation with information that they gather on the Internet. In

addition to a projector and personal computers, this lesson also uses a doc cam to

show students key things in certain lessons. The intent for technology use in this

unit plan is for students to gain more independence in their ability to search for

information on the Internet.

The Arts

This unit plan uses music and art as a way to grab attention and bring emotion. The

students will listen to the music in several introductions and explain how that sound

or music made them feel. Additionally, they will use their own creativity to draw and

color an image of the hurricane they will be presenting in their final project. The

students will use these pictures to give their audience a better understanding and

perspective of what their hurricane looks like.

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Distribution of Content Areas

English Math Science Social Technology Music Art Physical Health

Language Studies Education
Arts
Lesson X X
1
Lesson X X X
2
Lesson X
3
Lesson X X
4
Lesson X X X
5
Lesson X X X X
6 - CA
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Dear 3rd Graders,

Beginning on Monday, we will be doing a unit on hurricanes.

Because it is late summer and early fall, hurricanes are all over the
news right now. I thought it might be fun for us to learn more about
these natural disasters in our own classroom!
We will be talking about what hurricanes are, what they look
like, and how they affect the people and animals living near them.
Each of you will also get the chance to become an expert on one
hurricane of your choice!
While we don’t experience hurricanes here in Michigan, it is
important for us to understand the weather conditions outside of our
state as well. Over the next week, we will explore hurricanes and by
the end of the unit, we will know a lot more about them! I can’t wait to
get started! Have a great weekend!

Sincerely,
Ms. M.

Audience/Class Description

Our school is located in the city of Big Rapids. The city is a college town with

one University. However, the city also has a large amount of rural areas outside of

the main strip of town. In our school there is a large variety of students ranging from

high abilities to low abilities. There is also a large variety of different SES. Within my
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classroom, there is a large amount of students coming from a high SES household.

However, 6-8 students have a low SES. This imbalance of backgrounds may prove to

be an issue in the classroom. While some students might come to school with good

snacks, elaborate projects and many other luxuries, other students might not be as

fortunate. This may lead to some imbalance in the classroom climate.

My class consists of 10 girls and 14 boys combing to make a class of 24 total

students. Within this group of students I have one student who has a speech and

language impairment. This student is pulled out of class for 1 hour per week to

receive one-on-one speech instruction. Additionally, this student struggles to

pronounce his “s” “l” and “r” sounds. The student’s inability to pronounce these

sounds makes it difficult for his peers and sometimes for other adults to understand.

As a 3rd grader, he is very aware of his impairment and sometimes gets shy or

embarrassed because of it.

In my class of 24, there is also a student who struggles with severe anxiety.

This student gets extremely overwhelmed when he doesn’t understand something

or when he is given way to many tasks at once. As a result, this student often works

better independently. He also succeeds when his tasks are broken up into smaller

chunks for him. As a whole, my class includes 2-3 students with behavior problems

and 3 students being evaluated for IEPs. As a first year teacher, I am unfamiliar with

the diversity of my class, but am excited to tackle the challenge.

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Classroom Environment

My classroom is set up into groups, or pods, with six students at each pod.

Within each pod there is at least one student who is a high ability student and one

student who is a low ability student. The middle of the pack students are placed

randomly throughout at each pod so that each group has a variety of learners and
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abilities. The pods are assigned according to color, for example there is a red table,

blue table, yellow table and green table. The students will stay at this table for most

of the year unless they need to be moved because of misbehavior or bad location in

the classroom. As far as classroom management goes, the students also receive or

get tally marks taken away from their “table” as a tool for encouragement and

punishment. The table with the most tally marks at the end of the week receives a

prize of some sort.

Aside from the pods, there is also a half-circle table, where I will pull

different students to work in small groups. There is also a corner that will be used as

a classroom library with comfy chairs and places to read. All classroom materials

such as crayons, markers, etc. will be placed on one wall of the classroom and

labeled so that the students can easily access different materials if necessary.

Within the classroom, there are different students who will apply for and do

different jobs in the classroom. For example, there is a line leader, a paper passer, a

board eraser, someone in charge of the calendar, etc. The students will do each job

for a month at a time and then apply for a new job that they are interested in.

Lastly, the students all have their own individual computers where they can

work on learn from. My classroom really emphasizes the importance of technology

and therefore the doc cam, smart board and individual computers are used daily.

The pods are centered so that all students can see the smart board and can easily

access it when necessary.

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Objectives, Outcomes and Standards

Objective/Outcomes:

 By the end of the unit, given a week of instruction on hurricanes, students will be
able to summarize and present what they have learned by reporting to the class
about a particular hurricane as well as observing and assessing their peers.
 By the end of the unit, given a mentor text and guided worksheet, students will be
able to read an informational text and demonstrate understanding of that text by
referring to the writing and illustrations to complete a writing assignment.
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 By the end of the unit, given various data about hurricanes, students will be able
to draw a bar graph and solve problems using information presented in a bar
graph.
 By the end of the unit, given a topic, students will be able to search for and find
information using the Internet with the help of an adult.
 By the end of the unit, given materials to complete an experiment, students will be
able to identify the differences between a hurricane and a tornado by representing
their experimental findings in a Venn diagram.
 By the end of the unit, given a mentor text and a computer, students will be able
to find and apply information about hurricane safety by writing a checklist
pamphlet about how to prepare for a hurricane to send to those who might need
some guidance.

Standards:

Math:

CCSS.MATH.3.MD.B.3 – Draw a scaled picture graph and a scaled bar graph to

represent a data set with several categories. Solve one- and two-step “how many more”
and “how many less” problems using information presented in scaled bar graphs.

English Language Arts:

CCSS.ELA-LITERACY.W.3.7 – Conduct short research projects that build knowledge

about a topic.

CCSS.ELA-LITERACY.RI.3.1 – Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.7 – Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur).
CCSS.ELA-LITERACY.SL.3.4 – Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
Social Studies:

MDE.S.S.3-P4.2.2 – Participate in projects to help or inform others.

Science:

NGSS.3-ESS2-1 – Represent data in tables and graphical displays to describe typical

weather conditions expected during a particular season.

Technology:
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TECHNOLOGY.3.5.RI.1 – Identify search strategies for locating information with

support from teachers or library media specialists.
TECHNOLOGY.3-5.RI.2 – Use digital tools to find, organize, analyze, synthesize and
evaluate information.
TECHNOLOGY.3-5.RI.4 – Understand that using information from a single Internet
source might result in the reporting of erroneous facts and that multiple sources should
always be researched.
Health:

HEALTH-STANDARD.7 – Students will demonstrate the ability to practice health-

enhancing behaviors and avoid or reduce health risks.

Physical Education:

SHAPE.P.E.1 – The physically literate individual demonstrates competency in a variety

of motor skills and movement patterns.

Music:

MUSIC.ANCOR-STANDARD.8 – Interpret intent and meaning in artistic work.

Art:

ART-STANDARD.6 – Convey meaning through the presentation of artistic work.

Connection Between Objectives/Goals and Standards

The two core areas that this lesson revolves around are English language arts

and technology. The end goal of the lesson is for the students to conduct a research

presentation about one specific hurricane. As a result, many objectives include

reading informational text, conducting research, presenting, and writing

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informational pieces. Technology is also a huge piece of this lesson because students

will need to be able to use the Internet for research as they get older, and this unit

will be the beginning of their knowledge.

Science is also a huge part of this lesson plan, as the topic of the lesson has to

do with hurricanes. Every day of the unit involves learning about something having

to do with hurricanes. However, the main idea of the lesson is not to understand

every aspect of a hurricane, but rather use that interesting topic as a way to cover

different subject areas and standards in a new and exciting way.

Throughout the lesson, the students will complete tasks that will help them

with the end goal of completing a research presentation. For example, one science

and math standard requires students to draw a bar graph and represent data in

tables. On one day of the lesson, the students work on this concept so that they can

include a graph in their final poster. This one-day lesson will help them for the end

result. While this is only one example, each lesson of the unit plan will help the

students gain experience and confidence in what they are expected to do for their

culminating activity.

Hurricanes – Day 1

Name: Rachel McInerney Date: 10/15/17

Grade: 3rd grade

Subject: English Language Arts, Physical Education
24 students – 1 SLI student, 1 student with anxiety

Materials:
Lesson Allotment Time: 35 minutes
 Introduction video:
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https://www.youtube.com/watch?v=H9Vpwmtn
OZc
 Hurricane Watch by Melissa Stewart
 Informational text worksheet guide
 Sticky notes
 Pencil

Standards:

 CCSS.ELA-LITERACY.RI.3.1 – Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers.
 CCSS.ELA-LITERACY.RI.3.7 – Use information gained from illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
 SHAPE.P.E.1 – The physically literate individual demonstrates competency in a variety of motor skills and
movement patterns.

Objectives:

 Given Hurricane Watch by Melissa Stewart, students will ask and answer questions about the text by completing
a guided worksheet.
 Given Hurricane Watch by Melissa steward, students will use information found in pictures to demonstrate
understanding of the text.
 Given a physical activity task, students will demonstrate a variety of motor skills and movements.

Assessment (Formative, Summative):

 Formative: The teacher will observe students as they work with their peers to read and complete the worksheet.
 Summative: The teacher will collect the informational text worksheet guide to assess if the students could apply
what they read in the text to the worksheet.

Outcome Statement:

 By the end of the lesson, students will be able to read an informational text and demonstrate understanding of
that text by referring to the writing and illustrations to complete a writing assignment.
What is a Hurricane?

Introduction/Hook:
 To begin the lesson, the teacher will show the class a short video clip from a real life hurricane. The
teacher will ask the students questions such as: What did you see? What causes these things to happen?
What do you think a hurricane is?
Steps in the lesson:
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 Next, the teacher will show the informational text they will be reading (Hurricane Watch by Melissa
Stewart) under the doc cam. He or she will flip to page 17 and explain to the students that a hurricane
storm spins in a circle and continues to get wider and wider as it moves across the ocean.
 The teacher will then ask the students to stand up and start spinning slowly, they will then spin faster
and faster and move their arms out wider and wider as they spin to demonstrate the growth of the
hurricane.
 After getting the students up and moving, the teacher will break the students off into groups of 3 where
the students will read the informational text together and fill out a guided worksheet as they read.
Closure Activity/Wrap up:

 After the students complete their worksheets, the teacher will wrap up the assignment by allowing
students to write down questions on sticky notes and stick them on the question wall in the classroom.
 One of the goals of the lesson will be to get those questions answered by the end of the unit.
 Students can share their questions with the class so that if a student finds the answer, he or she can
answer the question on the sticky note.
Extension Activities:
 Students who finish up their informational text before their classmates will be allowed to get their
computers out and go to a website where they can read more about hurricanes and play “Whirlwind
Disaster.” ( https://scijinks.gov/hurricane/)
 If students are really interested in this topic and want to keep learning at home, they can also write
down this website to work on at home.
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Accommodations/Modifications
SLI student:
 Accommodations: This student will be placed with a peer that does not have difficulty understanding
them when they speak. While other students will be paired at random, this student’s partner will be
chosen for him/her.
 Modifications: Depending on the severity of the impairment, the student may need a speech assistant to
speak for them when presenting his/her sticky note.
Anxiety student:
 Accommodations: This student will be purposely placed with a “leadership” student. This student will
be able to guide the student with anxiety so that if they have questions or don’t understand something,
they won’t get too overwhelmed.
 Modifications: There are no modifications necessary for this lesson for this student.
Differentiation:

What will I differentiate? Content Process Product Environment

How will I differentiate? For readiness By interest Learning profiles Ability level Affect

Specific Student / Group:

 In order to differentiate by readiness for this lesson, students will not be paired with students of the
same ability level. The text the students will be reading is 3rd grade appropriate, but is still an
informational text, which is more difficult to comprehend. The students will be placed with people at
random, but the teacher will also make sure to distribute ability levels evenly so that some students
don’t fall way behind.
Diversity:
 The students will be learning about a tropical storm that would never affect them in Michigan. They
will get to know more about the culture of these places as the unit goes on.

Technology:
 Computer/projector: The teacher will present the students with an introduction video to get them
excited about hurricanes.
 Doc cam: The teacher will show page 17 to the students on the doc cam and demonstrate the motion of
a hurricane.
Reflection/Teacher Notes:
 As mentioned in the differentiation section, make sure that the groups are evenly distributed by ability
level.
 Be sure to walk around as the students are reading to make sure that the students understand the text.
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Name ____________________________________ Date ________________________________

Hurricane Watch - by Melissa Stewart

1) What is a hurricane?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

2) Most hurricanes form off the ____________ coast of Africa.

3) Powerful swirling ocean storms in the Indian Ocean are called __________________.

4) Powerful swirling ocean storms in the Western Pacific Ocean are called
_____________________.

5) When do most hurricanes form?

____________________________ ____________________________ _______________________________

6) What does “evaporates” mean?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

7) What does “condenses” mean?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

8) When wind speeds reach 39 miles per hour, scientists call it a

_________________________________________.

9) When swirling winds inside a tropical storm reach 74 miles per hour, scientists
call it a ___________________________________________.

10) What should people do during a hurricane watch?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

11) What should people do during a hurricane warning?

_________________________________________________________________________________________________
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_________________________________________________________________________________________________

12) What happens when a hurricane hits land?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

13) Strong winds create a _____________________________________________.

14) What happens during the eye of a hurricane?

_________________________________________________________________________________________________

_________________________________________________________________________________________________
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Hurricanes – Day 2
Let’s Calculate a Hurricane!

Name: Rachel McInerney Date: 11/9/17

Grade: 3rd Grade
Subject: Math, Technology 24 students – 1 SLI student, 1 student with anxiety

Materials:
 Computers
 Worksheet
Lesson Allotment Time: 30 minutes  Introduction video:
https://www.youtube.com/watch?v=siHQgN6i
FRk

Standards:
 CCSS.MATH.3.MD.B.3 – Draw a scaled picture graph and a scaled bar graph to represent a data set
with several categories. Solve one- and two-step “how many more” and “how many less” problems
using information presented in scaled bar graphs.
 TECHNOLOGY.3.5.RI.1 – Identify search strategies for locating information with support from
teachers or library media specialists.
 TECHNOLOGY.3-5.RI.2 – Use digital tools to find, organize, analyze, synthesize and evaluate
information.
 MUSIC.ANCOR-STANDARD.8 – Interpret intent and meaning in artistic work.
Objectives:
 Given a worksheet, students can draw bar graphs and solve problems using the information they are
given.
 Given a computer and a teacher’s assistance, students can use the Internet to find information about a
hurricane of their choosing.
 When watching the introduction video, students will demonstrate their ability to reflect on the mood of
the video by talking about how they felt when watching.

Assessment (Formative, Summative):

 Formative: The teacher will observe the students as they work on the worksheet independently. As the
teacher begins to see who is struggling, he/she may pair them up with a student who understands the
concepts and could help a classmate succeed.
 Summative: The students will turn in the completed worksheet. The teacher will look to see how well
the students understood the graphing concept.
Outcome Statement:
 By the end of the lesson students will be able to draw a bar graph and solve problems using information
presented in a bar graph. Students will also be able to search for and find information using the Interet
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with the help of an adult.

Introduction/Hook:
 To introduce the lesson, the teacher will show a video
(https://www.youtube.com/watch?v=siHQgN6iFRk) of Hurricane Wilma.
 The teacher will explain that hurricane Wilma (2005) is the world’s strongest Atlantic hurricane.
 The teacher will ask the students: how did the video made you feel? What did you think about the high
winds? Did you notice and destruction?
Steps in the lesson:
 After getting the student’s attention, the teacher will give a brief review about bar graphs and will talk
about the worksheet that the students will be completing.
 The students will be working in pairs to create a bar graph and to read information from a bar graph
about different statistics of hurricanes.
Closure Activity/Wrap up:

 When the students complete their worksheet, they will spend the rest of the time researching a
hurricane.
 They will select the name of a hurricane and begin looking up different facts and information about that
hurricane.

Extension Activities:
 Students who really understand how to work with bar graphs can be given additional practice with
other bar graphs that do not relate to hurricanes. The teacher can increase the difficulty of these bar
graphs and the questions that are asked.
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Accommodations/Modifications
SLI student:
 Accommodations: Similar to the first day of this lesson, the student will work with a partner who he or
she is more comfortable with and who understands him/her.
 Modifications: The student will not need modifications for this lesson.
Anxiety student:
 Accommodations: This student will be given the “reading a bar graph” portion of the worksheet first.
When they complete this portion, they will then be given the “create a bar graph” portion. By
separating the workload, the student can spend energy focusing on smaller chunks instead of an
overwhelming amount of information.
 Modifications: The student will not need any modifications for this lesson.
Differentiation:

What will I differentiate? Content Process Product Environment

How will I differentiate? For readiness By interest Learning profiles Ability level Affect

Specific Student / Group:

High ability: High ability students will be able to work independently on this assignment. They will not need
extra assistance.
Average: Students in the middle of the pack might need just a little bit of help completing the worksheet.
These students can ask their classmates for better explanation or help if they need it.
Low ability: Struggling students will be asked to complete the worksheet in a small group with the teacher.
This way the teacher can lead them through the problems without holding the more advanced students back.
Diversity:
 When students are researching their hurricanes online, they will learn about the different cultures of the
states in the south. The students will be introduced to an entirely different struggle where people from
the south struggle with tropical storms while in the north we face snow storms.

Technology:
Computer: The students will do research on their computers about a specific hurricane of their choosing.
Additionally, the teacher will introduce the lesson by showing a video of Hurricane Wilma to the class.

Projector: The teacher will need to project the introduction video on the smart board or screen.

Reflection/Teacher Notes:
 Make sure that when more advanced students are helping the students who might need some help, that
they are explaining the concepts and aren’t just telling them the answers.
 Help students find the name of a hurricane. Maybe have a list of hurricanes for them to choose from?
 When working with the small group of struggling students, have a classroom helper (if possible) who
can walk around and monitor/answer questions for the rest of the class.
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Name ____________________ Date _______________

HURRICANE MATH

North Atlantic Tropical Storms

23
22
21
20
Number of tropical storms

19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
2015 2014 2013 2012 2011 2010 2009 2008 2007
Year

Using the bar graph above, answer the following questions.

1) What year had the fewest tropical storms?

_________________________________

2) What year had the most tropical storms?

_________________________________

3) In what two years was there the same number of tropical storms?

_________________________________ _________________________________

4) How many tropical storms were there altogether from 2007 to 2015?

_________________________________
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Create your own bar graph using the Year Number of

information below. hurricanes
Make sure to include the following items: 2015 4
 Title 2014 6
 Horizontal axis title 2013 2
 Vertical axis title 2012 10
 Numbers 2011 7
 Years 2010 12
2009 3
2008 8
2007 6

After completing your bar graph, answer the same questions about your
graph!

1) What year had the fewest hurricanes?

_________________________________

2) What year had the most hurricanes?

_________________________________
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3) In what two years was there the same number of hurricanes?

_________________________________ _________________________________

4) How many hurricanes were there altogether from 2007 to 2015?

_________________________________
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Hurricanes – Day 3
Tornado v. Hurricane

Name: Rachel McInerney Date: 11/11/17

Grade: 3rd grade
Subject: Science 24 students – 1 SLI student, 1 student with anxiety

Materials:
 Introduction video:
https://www.youtube.com/watch?v=W0LskBe_
QfA
 Venn Diagram worksheet
 Data collection sheet
Lesson Allotment Time: 35 minutes
 2 Clear plastic/glass jar with a lid
 Water
 Dish soap
 Soap containing glycol stearate
 Food coloring

Standards:
 NGSS.3-ESS2-1 – Represent data in tables and graphical displays to describe typical weather
conditions expected during a particular season.
Objectives:
 Given an experiment, students will be able to find the differences between a hurricane and a tornado by
displaying their findings in a Venn diagram.
Assessment (Formative, Summative):
 Formative: As a formative assessment, the teacher will walk around and observe during
experimentation to make sure that everyone is understanding the concept. Additionally, students will
turn in their initial data sheets.
 Summative: Students will be turning in their completed, independent Venn diagram.
Outcome Statement:
 By the end of the lesson, students will be able to identify the differences between a hurricane and a
tornado by representing their experimental findings in a Venn diagram.
Introduction/Hook:
 Ask the students: What do you know about hurricanes? Tornados? Similarities? Differences?
 To introduce the lesson, the teacher will play an introduction video
(https://www.youtube.com/watch?v=W0LskBe_QfA ) that explains the difference between tornados
and hurricanes. The video shows pictures and diagrams to really get the 3rd graders thinking.
 After watching the introducing video, the teacher will lead a class discussion to answer any questions.
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Steps in the lesson:

 After introducing the lesson and giving the students a little bit of background information, the teacher
will explain the directions of the experiments.
 Tornado experiment:
o Fill the jar with water
o Add 1 or two drops of dish soap to the jar
o Shake the jar and observe – you may have to shake the jar in a variety of different ways in order
to get the circular motion of a tornado
o Record what you see
o Answer questions
 Hurricane experiment:
o Fill the jar up about ¼ - 1/3 full of soap
o Add water to fill up the rest of the space
o When the water gets to the top, keep it running until all the bubbles overflow and are gone
o Drop ½ drops of food coloring into the jar
o Screw the top on and shake/spin to get the spinning motion of the hurricane.
o Record what you see
o Answer questions
Closure Activity/Wrap up:

 After completing the experiments, the students will be able to watch the introduction video one more
time in their small groups to refresh their memories.
 The students will then take the time to fill in their Venn diagram with the information they learned
from the video and their experiments independently.
Extension Activities:
 Students who complete all of the assigned activities for the lesson will be able to do a
hurricane/tornado matching game. The students will be given cards, which they will lay out face down.
The students will then have to find the matches of different vocabulary cards associated with tornados
and hurricanes.
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Accommodations/Modifications
SLI student:
 Accommodations: This student will be able to go in a group that he/she feels comfortable with. The
student will not have too much trouble with this lesson as there is not too much talking, but more
hands on experimenting and listening.
 Modifications: The student will not need any modifications for this lesson.
Anxiety student:
 Accommodations: This student will be able to do all of the aspects of the assignment, but will do so
independently with the help of a parent helper or classroom assistant. Allowing this student to work on
his/her own out in the hallway will take away the stress and anxiety of his/her peers.
 Modifications: The student will still be able to complete all aspects of the assignment, so there is no
necessary modification for this student.
Differentiation:

What will I differentiate? Content Process Product Environment

How will I differentiate? For readiness By interest Learning profiles Ability level Affect

Specific Student / Group:

 Visual: Visual learners will appreciate being able to see the tornado/hurricane first hand in their
experiment and on the video.
 Auditory: Auditory learners will appreciate working with classmates on experiments where they can
discuss what is going on and listen to one another’s opinions.
 Kinesthetic: Kinesthetic learners will like the actual experiment, where they will get to manipulate
different materials in order to complete the experiment.
Diversity:
 This lesson is more of a guided discovery approach, so there will not be much diversity in the lesson.

Technology:
 The teacher will introduce the lesson using a video; therefore, she will need to use the projector and
computer to do so.
 When the students are finished and re-watch the introduction video, they will do so on their school-
provided computers.
Reflection/Teacher Notes:
 It would be very helpful to have parent volunteers come in to help with the experimenting part of this
lesson. The students will need assistance using the water, food coloring, etc.
 Be sure to have students write down important things from the video so that they can add those things
to their Venn diagram.
 Allow students to discover for themselves, but show them to the correct track if they are inferring
incorrect information.
 29

Name ____________________________________________ Date ______________________

Hurricane v. Tornado Venn Diagram

Hurricane Tornado
Both
 30

Tornado Experiment
Instructions:

1) Fill the jar with water

2) Add 1 or two drops of dish soap to the jar

3) Shake the jar and observe – you may have to shake the jar in a variety of different
ways in order to get the circular motion of a tornado

Answer the following questions:

1) What happened in the experiment? What did you see?

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

2) Why do you think that happened?

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

3) Explain the motion of the hurricane.

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________
 31

Hurricane Experiment

Instructions:

1) Fill the jar up about ¼ - 1/3 full of soap

2) Add water to fill up the rest of the space

3) When the water gets to the top, keep it running until all the bubbles overflow and are
gone

4) Drop ½ drops of food coloring into the jar

5) Screw the top on and shake/spin to get the spinning motion of the hurricane.

Answer the following questions:

1) What happened in the experiment? What did you see?

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

2) Why do you think that happened?

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

3) Explain the motion of the hurricane.

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________
 32

Hurricanes – Day 4
How Can We Help?

Name: Rachel McInerney Date: 11/19/17

Grade: 3rd grade

Subject: Social Studies, Health 24 students – 1 SLI student, 1 student with

anxiety

Materials:

 Hurricane Watch by Melissa Stewert

 Blank white pieces of computer paper
Lesson Allotment Time: 35 minutes pamphlet
 Coloring supplies (crayons, colored
pencils, markers, etc.)
 Computers

Standards:
 HEALTH-STANDARD.7 – Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health risks.
 MDE.S.S.3-P4.2.2 – Participate in projects to help or inform others.

Objectives:

 Given an informational text and the internet, students can find and apply information about hurricane
safety by writing a checklist pamphlet about how to prepare for a hurricane.

Assessment (Formative, Summative):

 Formative: The teacher will observe and collect the student’s initial brainstorm paper. The students will
use their informational text and the Internet to come up with useful information to put in their pamphlet
and write it down on a scrap piece of paper before putting it into their final pamphlet.
 Summative: The teacher will collect and grade the students’ completed pamphlets to check their
understanding of the assignment and their ability to find and apply the information to inform others.

Outcome Statement:

 By the end of the lesson students will be able to find and apply information about hurricane safety by
writing a checklist pamphlet about how to prepare for a hurricane to send to those who might need
some guidance.

Introduction/Hook:
 33

 To introduce the lesson, the teacher will have the students refer to page 23 of the informational text that
they read earlier in the unit. This page talks about what people “should do” if a hurricane is about to
hit.
Steps in the lesson:
 After showing the students the page, the teacher will explain to students that they may use the
informational text and the Internet to look up information on how to prepare for a hurricane.
 The students will use a scrap piece of paper to jot down any information that they find helpful.
 Once the students have written down at least 6 bullet points of information on their scrap piece of
paper, they may begin to design their pamphlet.
 The students will be able design the layout for their pamphlet however they would like as long as they
have at least 6 different points of information to put into the pamphlet.

Closure Activity/Wrap up:

 To wrap up the activity, students who would like to present their pamphlet to the class will be allowed
to do so.

Extension Activities:
 Students who complete their pamphlets will be allowed to do further research on what areas of
America might benefit from receiving this pamphlet. They might be able to find a school that might be
helped by their information.
 34
Accommodations/Modifications
SLI student:

 Accommodations: This student will benefit from having the option in the closing activity on whether
they would like to present their pamphlet to the class or not. If this student would like to present, he or
she may either record their presentation and have the class listen, or go up with a partner who can help
them with their presentation.
 Modifications: There are no necessary modifications for this student.

Anxiety student:

 Accommodations: This student will also benefit from having the choice to present their pamphlet or
not.
 Modifications: In an effort to lessen this student’s anxiety, the student will only be required to write
down four facts about how to help those who might experience a hurricane. This student can certainly
do more than four, but their minimum will be four while the rest of the class will have a minimum of
6.

Differentiation:

What will I differentiate? Content Process Product Environment

How will I differentiate? For readiness By interest Learning profiles Ability level Affect

Specific Student / Group:

 Visual: Visual students will benefit from being able to work on the computers and look through the
informational text in order to find information.
 Auditory: Auditory learners will benefit from the introduction of the lesson where they will see and
hear where and how to find information for their pamphlet. These students will also benefit from
listening to their classmates present their pamphlets.
 Kinesthetic: Kinesthetic learners will love being able to work on computers as well as organize their
findings in a pamphlet. These students will be able to design and decorate their pamphlet however they
want, giving them the ability to manipulate different coloring tools and creating their unique pamphlet.

Diversity:
 The diversity piece for this lesson can be found in the extension activity. Those students who complete
their pamphlets will be able to research a location where they might be able to send their checklists.
The students will do research on different areas of America that might face a hurricane.
 35

Technology:
 The teacher will use the doc cam to present the informational text to the class in the introduction.
 The students will use their personal computers to look up information about how to inform others about
how to prepare for a hurricane.

Reflection/Teacher Notes:
 If there is time and the teacher is teaching this lesson at the right time of year, consider actually sending
these pamphlets to a classroom in the south who actually comes in contact with hurricanes.
 Allow students to work in groups during the researching time. As the students work on their computers,
they can help their classmates if they are struggling with how to work the computers.
 When explaining to the students the expectations, be sure to explain that they must write down and
SHOW the teacher 6 pieces of information that they found before beginning their final pamphlet.
 36

Hurricanes – Day 5
Hurricane Research

Name: Rachel McInerney Date: 11/20/17

Grade: 3rd grade
Subject: Technology, Art, Language Arts 24 students – 1 SLI student, 1 student with
anxiety
Materials:
 Computers
 Poster board
Lesson Allotment Time: 40 minutes  Guided worksheet
 Coloring supplies (markers, crayons,
colored pencils, etc.)

Standards:
 ART-STANDARD.6 – Convey meaning through the presentation of artistic work.
 TECHNOLOGY.3-5.RI.2 – Use digital tools to find, organize, analyze, synthesize and evaluate
information.
 TECHNOLOGY.3-5.RI.4 – Understand that using information from a single Internet source might
result in the reporting of erroneous facts and that multiple sources should always be researched.
 CCSS.ELA-LITERACY.W.3.7 – Conduct short research projects that build knowledge about a topic.
Objectives:
 Given a computer, students can locate and use information found on a variety of Websites to conduct
research about a hurricane that they choose to research.
 Given a piece of paper and coloring tools, students will design what their hurricane might look like by
looking at research and conveying their findings onto their own work of art.
Assessment (Formative, Summative):
 Formative: Students will turn in their guided worksheet when they turn in their final project as a way
for the teacher to see how they conducted their research and from where.
 Summative: The summative assessment for this lesson will be the completion of the culminating
activity.
Outcome Statement:
 By the end of the lesson students will be able to successfully conduct research to learn more about their
selected hurricane. Students will also be able to create an image of their hurricane by using researched
pictures to reference.

Introduction/Hook:
 37

 To introduce the lesson, the teacher will remind students of the research that they had worked on
previously in the unit.
 The teacher might go around the classroom and have students say aloud which hurricane they have
chosen to research.
Steps in the lesson:
 After reminding the students of their hurricane, the teacher will hand out the guided worksheet for the
students.
 This worksheet will include all of the key points that must be included on their poster.
 The students will then spend time researching and jotting down the information that they find about
their hurricane with the help of classmates, the teacher and any classroom helpers.
 Those students who complete the guided worksheet may begin to construct their poster.

Closure Activity/Wrap up:

 To wrap up the lesson, students will look up a picture of their hurricane and construct a picture of it on
their own, referencing the picture that they found online.
 The students will attach this picture to their poster that they will be presenting for the culminating
activity.

Extension Activities:
 Students who want to learn more about their hurricanes are more than welcome to continue
researching once they have completed the required research found on the guided worksheet. These
students can include that additional information to their presentation and poster if they would like to.
 38
Accommodations/Modifications
SLI student:
 Accommodations: This student will work near a classroom aid or the teacher so that if he/she has any
questions, he/she can ask someone who will be able to understand his or her speaking and answer the
question appropriately.
 Modifications: This lesson is more of an independent work day, so the student will not need any
modifications for the lesson.
Anxiety student:
 Accommodations: This student will receive their guided worksheet in the form of a packet. Each
required topic for the poster will be on a separate page. The teacher can decide whether to hand out the
entire packet to the student, or give it to them page by page. In an attempt to lower his or her anxiety,
the teacher will break up the amount of work the student will have to do for research.
 Modifications: There are no necessary modifications for this student.

Differentiation:

What will I differentiate? Content Process Product Environment

How will I differentiate? For readiness By interest Learning profiles Ability level Affect

Specific Student / Group:

 For this assignment, students will be able to choose which hurricane they want to research. The
students might be interested in doing a hurricane that they have heard about before. They might be
interested in researching a hurricane they have never heard of. Some students might be intrigued by a
certain name of a hurricane. By allowing the students to choose their hurricane, they will be able to
choose according to what interests them and will therefore be more engaged and excited about the
assignment.
Diversity:
 This lesson will include the largest amount of diversity. The students will begin to research the location
of their hurricane and will learn more about the people who these disasters effect. Simply by doing
independent research, the students will get a better understanding of those who live in different parts of
the world and will be able to get a glimpse of what their culture might be like.
 39
Technology:
 Students will use their personal computers to research information about their hurricane. They will also
use their computers to find a picture of their hurricane that they can reference in order to create their
own drawing.
Reflection/Teacher Notes:
 Allow students to work independently, but have students ask classmates questions first before asking
the teacher as to avoid an overflow of students coming up to the teacher for help.
 Students will complete their research, but most students won’t even begin to create their poster. This
portion of the assignment will need to be done at home so that it can be presented to the class.
 Students who do not complete the research portion of the assignment will have to do so at home. Their
family will have to help them with the rest of the research and the completion of the poster.
 40

Name _________________________ Date

___________________

1) Name of Hurricane:
_____________________________________________

2) Where did your hurricane take place?

____________________________________________________
_________

3) When did your hurricane take place?

____________________________________________________
_________

4) Websites used to locate information:

____________________________________________________
_________

____________________________________________________
_________

____________________________________________________
_________

5) Sketch of picture of hurricane:

 41

6) List four interesting facts about your hurricane.

____________________________________________________
_________

____________________________________________________
_________

____________________________________________________
_________

____________________________________________________
_________

7) Create a graph demonstrating the rainfall throughout the

hurricane:

8) Additional information

____________________________________________________
_________

____________________________________________________
_________

____________________________________________________
_________
 42

____________________________________________________
_________

____________________________________________________
_________

____________________________________________________
_________

Hurricanes – Culminating Activity

Name: Rachel McInerney Date: 10/14/17

Grade: 3rd grade

Subject: All Subjects, Culminating Activity
24 students – 1 SLI student, 1 student with anxiety

Materials:
 Peer correction sheets
Lesson Allotment Time: 25 minutes  Day 1 sticky note questions
 Completed posters
Standards:
 TECHNOLOGY.3-5.RI.1 – Identify search strategies for locating information with support from
teachers or school library media specialists.
 ART.STANDARD#6 – Making connections between visual arts and other disciplines.
 CCSS.ELA-LITERACY.SL.3.4 – Report on a topic or text, tell a story, or recount an experience with
 43

appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
 SCIENCE.3-ESS2-1 – Represent data in tables and graphical displays to describe typical weather
conditions expected during a particular season.
Objectives:
 Given a computer, the student can locate information online about his or her hurricane with the help of
an adult.
 Given art supplies, the student can connect their picture of a hurricane to a real life hurricane with
accuracy.
 Given time to present, the student will speak to the class about his or her hurricane while giving details
and speaking clearly.
 Given a poster board, students will display what they research about their hurricane on a poster
including conditions expected during hurricane season.
Assessment (Formative, Summative):
 Formative: The teacher will observe the student while he or she presents his or her poster to check for
deeper understanding. The teacher will also collect peer evaluations to see if students were paying
attention to their peers.
 Summative: The teacher will collect and grade the posters with a rubric.
Outcome Statement:
 Given a week of instruction on hurricanes, students will summarize and present what they have learned
by reporting to the class about a particular hurricane as well as observing and assessing their peers.

Introduction/Hook:
 To begin the culminating activity, students will all post their competed poster boards around the room.
The students will be able to do a “gallery walk” around the room where they can look closely at their
classmates’ work.
Steps in the lesson:
 Each student will come to the front of the room and present their hurricane poster to the class. They
will explain where the hurricane happened, when the hurricane happened, what category it was, an
interesting fact and what it was called.
 While each student is presenting, the rest of the class will write down one thing they learned from the
presentation and rate their classmate on a scale of 1-10. The student will then write down one thing
they liked about the presentation or one thing they would change.
Closure Activity/Wrap up:

 To wrap up the activity, the students will be able to meet on the carpet and talk about the questions they
asked at the beginning of the unit. If there is still an unanswered question, the students can do further
research.
Extension Activities:
 44

 Although this may not be an extension activity, students will display their posters in the hallway for
those who walk by to see.
Accommodations/Modifications
 SLI student: 45
o Accommodations: This student will be aloud to record his or her presentation at home and then
play the video for the class rather than speaking in front of the class directly.
Technology: o Modifications: This student will not be given a grade for the eye contact and clearness of voice
 The students
aspectwill
of the10
use – Excellent
the Internet
rubric, as the to look up 5information
presentation – will
Mediocre 0 – Needs
about their hurricane.
be prerecorded. work
They will need to site
 their Technology
sources
Anxiety The student uses an The student uses an online The student
on their poster demonstrating that they did use the Internet to find information
student: does not about their
online source to locate source to locate information use an online source to
o Accommodations:
hurricane. Thisabout
information student will be aloud
about to bring
his/her up notecards
hurricane. The locatefor his or her presentation so
information
that they do his/her
not have to be anxious
hurricane. The about memorizing what they are saying.
information is inaccurate and about his/her
Reflection/Teacher Notes:information is accurate themodifications
sites used are not hurricane. The
o Modifications: There are no necessary for this student.
 During each studentand presentation,
the sites used watch
are the identified
rest of theonclass to be sure that
the poster. they are being
information is respectful
identified on the poster.
listeners and completing their peer assessment.
Differentiation: inaccurate and there
 If there is enough time, maybe show the students some footage of their hurricanes are no sitesifidentified
it is available
on the poster.
online.
What will IArt
differentiate? TheContent
student’sProcess
drawn Product Environment
The student’s drawn picture The student’s drawn
 If time allows, connect picture
theirof hurricanes
a hurricane to theofcurrent
a hurricane can be hurricanespicture
or recent of a hurricane
that have happened in our
How will
country. can be compared to the somewhat compared to the
I differentiate? For readiness By interest Learning profiles Ability level Affect cannot be compared to
characteristics of a real characteristics of a real the characteristics of a
hurricane. The student hurricane. The student lacks real hurricane. The
Specific Student / Group:
includes the eye and the either the eye or the student does not
 Students will all have the ability to choose
counterclockwise spiral which hurricane they
counterclockwise spiralwant
in to do theirthe
include research and
eye or the
in his/her
presentation on. While picture.
there is a rubric with his/her
specificpicture. counterclockwise
expectations, the students will have the freedom to
talk about whatever details and interesting facts they feel are the most important his/her
spiral in or carry the most
picture.
interest.
Report The student presents The student presents his/her The student presents
his/her hurricane to the hurricane to the class giving his/her hurricane to
Diversity:
class giving considerable some detail. The student the class giving no
 Each hurricane that the students present on will be from a place that is outside of Michigan. This alone
will bring an aspect of diversity to the assignment. Additionally, when students are doing research about
their hurricane they will learn more about the area in which their hurricane affected.

Rubric
 46

detail. The student uses lacks a clear voice and eye detail. The student
a clear voice and eye contact. does not use a clear
contact. voice or eye contact.
Display The student uses tables The student uses words or The student does not
and graphs to display pictures to display display information
information about information about his/her about his/her
his/her hurricane. hurricane. hurricane.
Organization The student’s poster is The student’s poster is The student’s poster is
neatly organized. The somewhat organized. The not organized. The
poster has the name of poster has the name of the poster lacks the name
the hurricane as well as hurricane as well as a picture of the hurricane as
a picture and and information displayed, well as a picture and
information displayed but is tough for others to information displayed.
so that others can easily read.
read it.
Peer The student listens to The student listens to some The student does not
assessment other’s presentations. classmate’s presentations. listen to other’s
He/she completes a He/she completes a rating presentations. He/she
rating and a fact about and a fact about many does not complete a
each classmate’s classmates’ presentation. rating and a fact about
presentation. each classmate’s
presentation.
Total - /60

Assessments Used

Formative Summative Other

Lesson 1 The teacher will The teacher will collect
observe the students the informational text
as they work to guided worksheet to
complete the assess if the students
worksheet. could apply what they
read in the text to the
worksheet.
Lesson 2 The teacher will The students will turn
observe the students in their completed
as they work on their worksheet to sow if
worksheets they understand the
independently. graphing concept.
Lesson 3 The teacher will Students will be
observe during turning in their
experimentation to completed Venn
make sure everyone is diagram to
participating and demonstrate if they
understanding the understand the
experiment. Students difference between
will turn in their data hurricanes and
 47

sheets. tornados.
Lesson 4 The teacher will The teacher will collect
observe and collect the and grade the
student’s initial students; completed
brainstorm paper. pamphlets to see their
ability to find and
apply information to
inform others.
Lesson 5 Students will turn in **See culminating
their guided worksheet activity
as a way for the
teacher to assess their
ability to use a
computer to research.
Lesson 6 - CA The teacher will collect The teacher will collect Students will give each
peer evaluations to see the posters and will other evaluations
what the students grade students on their based on their
learned from their presentation using the presentations.
peer’s presentations. rubric.