Tidwell - Interdisciplinary Lesson Plan
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Course
6400
Subject
English
Date
Dec 6, 2023
Type
Pages
6
Uploaded by lyndseytidwell
Lyndsey Tidwell
Licensure: Core 4-8
Interdisciplinary Lesson Plan
Title: Climate Change and Extreme Weather Events
Grade: 6th Grade
Subjects: English Language Arts (ELA) and Science
Current Event:
"What's the connection between climate change and hurricanes?"
https://www.npr.org/2023/08/30/1196865225/whats-the-connection-between-climate-change-and
-hurricanes#:~:text=Climate%20change%20makes%20them%20get,draw%20from%20that%20
enormous%20pool
.
Title:
Exploring the Connection Between Climate Change and Hurricanes
Lesson Overview:
In this interdisciplinary lesson, students will explore the connection between climate change and
hurricanes by analyzing and discussing a current event article from NPR. The lesson will
integrate both English Language Arts (ELA) and Science, aligning with the following Texas
standards:
ELA Standards:
-6.5(F) -
Make inferences and use evidence to support understanding.
-6.9(C) -
Analyze the author's use of print and graphic features to achieve specific purposes.
Science Standards:
-6.9(B) -
Verify through investigations that thermal energy moves in a predictable pattern
from warmer to cooler until all the substances attain the same temperature such as an ice
cube melting.
Learning Objectives:
By the end of the lesson, students will be able to:
1. Infer the relationship between climate change and hurricanes using textual evidence (ELA).
2. Identify the author's purpose and how the use of print and graphic features in the current
event article reiterates the author’s purpose (ELA).
3. Analyze investigations into thermal energy and how it relates to hurricane weather and the
movement from warmer to cooler (Science).
Warm-Up:
- Begin with a class discussion about recent extreme weather events or natural disasters, like
hurricanes.
- Introduce the topic by showing a short video clip of a hurricane and ask students to share their
thoughts and prior knowledge.
- Explain the objectives of the lesson and inform students that they will read an article about the
connection between climate change and hurricanes.
Instructional Strategies:
1. Reading the Article (ELA):
Students will have the link to the NPR article, "What's the
Connection Between Climate Change and Hurricanes?" I will guide them through a close
reading of the article. We will stop along the way at key vocabulary such as “enormous” and
“intensify” and determine their meaning by using context clues and prior knowledge. Taking the
time to understand new vocabulary will ensure comprehension for each student. Together with
the students, we will go through the process of highlighting and annotating parts of the text that
provide evidence of the link between climate change and hurricanes. Explaining to the students
that, “Understanding comes from ensuring that you know the thesis statement of the article and
how the rest of the article connects to your thesis statement.” Each step of the highlighting and
annotating will take place as a class, ensuring that ALL students regardless of their scaffolding
needs can follow along for understanding. Students will be grouped in a scaffolding format,
ensuring that all students have an opportunity to help each other. Grouping the students will
help them follow along better and together. Once I have shown the students how to annotate
and highlight we will take the time for them to locate any other details they feel are important to
the current topic of discussion. As students complete this portion of the lesson, I will move about
the room monitoring student progress and understanding.
2. Discussion (ELA and Science):
Facilitate a class discussion to analyze the article, focusing
on the author's purpose, use of print and graphic features, and the evidence presented. Connect
this discussion to the science aspect by introducing data on hurricane patterns and intensity.
Discuss how the article supports these patterns.
3. Hands-on Experiment - Investigating Thermal Energy and Hurricane Formation
(Science)
I will introduce the concept of thermal energy and how it is related to weather
patterns, especially hurricanes. Discuss how warm ocean water is a key factor in hurricane
formation. I will explain to students that, “When warm ocean water connects with a thunderstorm
and a tropical wave we begin to see the formation of a hurricane.”
Students will be provided with materials like containers, water, thermometers, and heat lamps
for a hands-on experiment to increase their understanding of the article at hand. The class is
already divided into small groups, so each group will set up a simple experiment. In the
experiment, students will heat water in a container and monitor the temperature changes.
Students will observe and record data on the temperature changes, including how warm water
affects air temperature and how this may relate to hurricane development. Once students have
experimented, they will come together as a class to discuss their findings and draw conclusions
about the relationship between thermal energy, warm ocean water, and hurricane weather. I will
emphasize the idea that the transfer of thermal energy from the ocean to the atmosphere plays
a critical role in hurricane formation. Now I will take the time to walk the students through the
process of connecting these findings to the article, discussing how climate change can impact
ocean temperatures and, in turn, affect hurricane frequency and intensity.
This hands-on experiment helps students directly investigate thermal energy, make
observations, and draw conclusions about its connection to hurricane formation. This hands-on
lesson offers a more interactive and engaging way for students to explore this scientific concept.
Materials Needed:
- Internet access to access the NPR article (each student will have a paper copy for annotating
and the article on their Chromebooks for additional reading)
- SMART board for displaying the article and data.
- Copies of the article for students.
- Highlighters and pen/pencil for annotating during close reading.
- Data on hurricane patterns (graphs, charts, or datasets).
Lesson Closure / Formative Assessment:
For the closure activity, students will individually write a brief paragraph summarizing the key
points of the article and how it relates to the data they analyzed. This serves as a formative
assessment, evaluating students' ability to connect the article's information with the scientific
data.
Summative Assessment Plan:
- Objective 1 (ELA): For this objective, assess students' ability to infer the relationship between
climate change and hurricanes by having them write an opinion piece explaining their
understanding of this connection, using evidence from the article.
- Objective 2 (ELA/Science): To assess the understanding of the author's purpose and use of
print and graphic features and their connection to the author’s purpose, students will be
provided with a different article related to climate change. Ask them to identify the author's
purpose and how the use of print and graphic features supports the author’s purpose in the new
article and compare it to the NPR article.
- New article:
https://www.cnn.com/2023/10/23/world/west-antarctic-ice-melt-climate/index.html
- Objective 3 (Science): Students will receive a project in which they design and conduct their
own investigations related to thermal energy and its impact on weather, particularly hurricane
formation. They should create a presentation or report to communicate their findings.
- Rubric: Evaluate their investigation design, data collection, analysis, and the clarity of their
presentation or report. Assess their understanding of how thermal energy influences hurricane
weather.
- Unsatisfactory (0-1 point):
- The student's investigation is incomplete or severely lacks key elements.
- The student demonstrates a limited understanding of the concept of thermal energy
and its connection to hurricane weather.
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- The analysis of data and conclusions are missing or are significantly flawed.
- Basic (2-3 points):
- The student's investigation includes some key elements but may lack detail or clarity.
- The student demonstrates a basic understanding of the concept of thermal energy
and its relation to hurricane weather.
- The analysis of data and conclusions are somewhat present but may lack depth.
- Proficient (4-5 points):
- The student's investigation is well-structured and includes all necessary elements.
- The student demonstrates a strong understanding of the concept of thermal energy
and its connection to hurricane weather.
- The analysis of data is detailed, and conclusions are clear, supporting the relationship
between thermal energy and hurricane weather.
- Advanced (6-7 points):
- The student's investigation is exceptionally well-structured, including all required
elements with exceptional clarity and depth.
- The student demonstrates an in-depth understanding of the concept of thermal
energy and its direct impact on hurricane weather.
- The analysis of data is thorough, and conclusions are insightful, effectively
showcasing the relationship between thermal energy and hurricane weather.
This rubric allows for a flexible scoring system for assessing students' ability to analyze
investigations related to thermal energy and its connection to hurricane weather. Each level
describes what is expected for a different level of performance.
Homework Plan:
Homework Assignment: "Hurricane & Climate Change Connection"
Instructions:
1.
Choose a hurricane that has happened recently. You can look up information online or in
a book.
2.
Find out the hurricane's name, where it happened, when it happened, and how strong it
was (like category 1, 2, 3, etc.).
3.
Write a short report about the hurricane that includes:
➢
A brief introduction about the hurricane you picked.
➢
What factors in the environment made the hurricane strong and dangerous (like
warm water or strong winds)?
➢
Explain if there is a link between climate change and hurricanes. Do you think
climate change influenced your chosen hurricane? Why or why not?
Formatting and Submission:
●
Write your report neatly, and it doesn't need to be very long.
●
Use your own words and make it easy to understand.
●
You can draw a simple picture or use the internet for images.
This assignment will help you learn more about hurricanes and how they connect to climate
change. It's a chance to apply what we discussed in class and think about the real world. Your
report should show what you've learned and your thoughts about the connection between
climate change and hurricanes.
Rubric for homework:
Exemplary (4):
●
Introduction: The introduction is engaging and provides a clear overview of the chosen
hurricane.
●
Environmental Factors: Thoroughly explains the factors in the environment that made
the hurricane strong and dangerous.
●
Climate Change Connection: Clearly discusses the link between climate change and
hurricanes, and provides a well-reasoned opinion on whether climate change influenced
the chosen hurricane.
●
Clarity and Presentation: The report is exceptionally clear, well-organized, and easy to
understand.
●
Use of Visuals (Optional): If visuals are included, they are relevant and enhance the
understanding of the report.
●
Use of Language and Grammar: Demonstrates an excellent command of language and
grammar with no errors.
●
Overall Understanding and Thoughtfulness: Shows an excellent understanding of the
topic and offers thoughtful insights.
Proficient (3):
●
Introduction: The introduction provides a good overview of the chosen hurricane.
●
Environmental Factors: Provides a clear explanation of the factors in the environment
that influenced the hurricane's strength.
●
Climate Change Connection: Discusses the potential connection between climate
change and hurricanes and shares an opinion on its influence.
●
Clarity and Presentation: The report is clear and well-organized, making it easy to follow.
●
Use of Visuals (Optional): If visuals are included, they add to the report's quality.
●
Use of Language and Grammar: Uses language and grammar effectively with only minor
errors.
●
Overall Understanding and Thoughtfulness: Demonstrates a good understanding of the
topic and provides some thoughtful insights.
Basic (2):
●
Introduction: The introduction is basic and provides some information about the chosen
hurricane.
●
Environmental Factors: Offers some explanation of the environmental factors, but it may
be lacking details.
●
Climate Change Connection: Mentions the link between climate change and hurricanes,
but the explanation is limited or lacks a clear opinion.
●
Clarity and Presentation: The report is somewhat clear and organized, but there may be
some confusion.
Limited (1):
●
Introduction: The introduction is unclear or lacks essential details.
●
Environmental Factors: The explanation of environmental factors is vague or inaccurate.
●
Climate Change Connection: Briefly mentions climate change but lacks an explanation
or opinion.
●
Clarity and Presentation: The report lacks clarity, and organization, and may be difficult
to follow.
Incomplete (0):
●
Introduction: No introduction is included.
●
Environmental Factors: Environmental factors are not addressed.
●
Climate Change Connection: No discussion of the climate change connection is
included.
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