HurricanesTornadoesEarthquakesandMeteorology-1

Frameworks used in the Weather Unit Science – Earth Science 6. Air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time. 7. Various forms of precipitation are connected to the weather in a particular place and time. 8. Global patterns influence local weather, which can be measured. 9. Weather is different from climate. Math – Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Graph points on the coordinate plane to solve real-world and mathematical problems. Apply and extend previous understandings of arithmetic to algebraic expressions. Represent and interpret data. Use the four operations with whole numbers to solve problems. Main Topic : Weather Grade Level : Intermediate (4-6)

Topic for Lesson : Hurricane Coordinates (math) Materials : Pencil Storm Tracking Map Data Worksheet and Questions Large Classroom Map Procedure : 1. The teacher will review the concept of latitude and longitude on the large classroom map with the students. Teacher will go over vocabulary definitions of latitude, longitude and the Hurricane Wind Scale the students will use to determine the category of the storm. Latitude— horizontal lines running east-to-west on maps; used to plot or find locations; locations are described in terms of degrees latitude by degrees longitude. Longitude— vertical lines running north and south on maps; used to plot or find locations; locations are described in terms of degrees latitude by degrees longitude. Saffir-Simpson Hurricane Wind Scale— a scale used to assign the category of a storm and to estimate possible hurricane damage based on conditions during the life of the storm. 2. Teacher will ask students to find locations when given the coordinates on the large classroom map for practice. When students show understanding of how to plot points on the classroom map the teacher will begin to explain how the students will track a storm of their own. Assessment or Activity : 1. Using the data table provided with the coordinates for the storms and the wind speeds, the students will plot each point on the storm-tracking map corresponding to the date in September. Teacher and students will do the first couple together to check for understanding. 2. For example, if the coordinates are 38° N and 74° W, find the latitude line that corresponds to 38° North, find the longitude line that corresponds to 74° West, and follow the lines toward each other until they intersect. This will be the coordinate point for the location of the storm at the given date and time. 3. After the students plot all of the points the students will classify the storm for each reading according to wind speed. 4. Wind Speed information: Tropical depression—cyclone-type storms with wind speeds of 38 mph or less.Tropical storm—cyclone-type storms with wind speeds of 39-73 mph. 5. The students will use the Saffir-Simpson Hurricane Wind Scale for all hurricane categories.

Hurricane Tracking Information Tropical depression—cyclone-type storms with wind speeds of 38 mph or less. Tropical storm—cyclone-type storms with wind speeds of 39-73 mph. Saffir-Simpson Hurricane Wind Scale Category Pressure (mb) Wind Speed (mph) Possible Storm Surge (ft.) Damage 1 980 or less 74-95 4-5 Minimal 2 965-979 96-110 6-8 Moderate 3 945-964 111-130 9-12 Extensive 4 920-944 131-155 13-18 Extreme 5 Less than 920 Greater than 155 More than 18 Catastrophic 2008 2009 2010 2011 2012 2013 Arthur Bertha Cristobal Dolly Edouard Fay Gustav Ana Bill Claudette Danny Erika Fred Grace Alex Bonnie Colin Danielle Earl Fiona Gaston Arlene Bret Cindy Don Emily Franklin Gert Alberto Beryl Chris Debby Ernesto Florence Gordon Andrea Barry Chantal Dorian Erin Fernand Gabrielle

Hanna Ike Josephine Kyle Laura Marco Nana Omar Paloma Rene Sally Teddy Vicky Wilfred Henri Ida Joaquin Kate Larry Mindy Nicholas Odette Peter Rose Sam Teresa Victor Wanda Hermine Igor Julia Karl Lisa Matthew Nicole Otto Paula Richard Shary Tomas Virginie Walter Harvey Irene Jose Katia Lee Maria Nate Ophelia Philippe Rina Sean Tammy Vince Whitney Helene Isaac Joyce Kirk Leslie Michael Nadine Oscar Patty Rafael Sandy Tony Valerie William Humberto Ingrid Jerry Karen Lorenzo Melissa Nestor Olga Pablo Rebekah Sebastien Tanya Van Wendy Tornado Alley, waterspouts, dust devils, the Doppler radar and the Fujita Scale. 4. The students will then discuss the differences and similarities of hurricanes and tornadoes. 5. The teacher will then show students pictures of the vocabulary words they just learned and see if the students can remember the word that goes with the picture (on the PowerPoint). Assessment or Activity : 1. Students will then make their own Tornado maker as a group (4 to 5 students). The students will fill the plastic bottle with water until it reaches around three quarters full. Then they will add a few drops of dish washing liquid and sprinkle in a few pinches of glitter (this will make the tornado easier to see). The teacher will make sure the cap is put on tightly. 2. Students can turn the bottle upside down and hold it by the neck. Quickly spin the bottle in a circular motion for a few seconds, stop and look inside to see a mini tornado forming in the water. Allow the students to practice spinning the bottle and ask them what they notice is happening inside the bottle. 3. After students discuss what they see the teacher can explain that the spinning the bottle in a circular motion creates a water vortex that looks like a mini tornado. The water is rapidly spinning around the center of the vortex due to centripetal force (an inward force directing an object or fluid such as water towards the center of its circular path). Vortexes found in nature include tornadoes, hurricanes and waterspouts (a tornado that forms over water). Notes :  Students on an IEP will receive a copy of the PowerPoint for them to refer to during the presentation and to help with the matching game on the PowerPoint.  ESL Vocabulary – 1. Vortex will be explained with pictures and the word whirlpool. 2. Tornadoes will be explained with pictures and the word funnel. 3. Waterspout will be explained with pictures and the word whirlpool.

3. Teacher and students will read the descriptions together that show the different categories and how to identify which category the tornado falls into based on the information given. 4. Teacher will give students a few examples of how to determine what category the tornado falls into when they are given certain information. Assessment or Activity : 1. Students will work with a partner and read the stories about the tornadoes. The story will give students details about the tornado in order to put it into a category. 2. After reading the stories students will put each tornado into a category and then give the reasons why they placed the tornado in that category. 3. If some students are done before others they may work on Tornado True or False on the back. It incorporates what has been discussed and asks them to critically think about what they know. 4. After students work on it with a partner they will come back as a class to discuss there answers. If they have different answers students will discuss why they put the tornado into that category (based on the evidence from the story). Students may also share their reasoning from the True and False. Notes :  Students on an IEP will be pre-introduced to the Fujita Scale before hand (day before) to help them better understand the concept.  ESL Vocabulary – 1. Moderate – tame/ low-key 2. Considerable – big 3. Intensity - power Topic for Lesson : Earthquake Scatter plot (math) Materials : White board Markers Pen/pencil Earthquake scatter plot worksheet Procedure : 1. The teacher will review how to plot points on the white board with the class. Students will come to the board to plot points to show that they understand the concept. 2. The teacher will explain how people plot points using the epicenter of the earthquake and the intensity of the earthquake to show information about earthquakes in a given area.

3. The teacher will show an example of how to plot the points using the information given based on earthquake data. Assessment or Activity : 1. Students will work with a partner to plot the points using the distance from the epicenter and the intensity. After plotting the points the students will draw a line with a ruler to determine the line of best fit and determine what the plotted points show. 2. The students will come back together as a class to discuss what they found and what it means for the earthquakes. Notes :  Students on an IEP will work with the teacher to make sure the students understand how to plot points. Teacher can work with the students that need the extra help and break it down for students having difficulties.  ESL Vocabulary 1. Intensity - power 2. Magnitude – importance 3. Epicenter- focus Topic for Lesson : Meteorology Converting Temperature (math) Materials : White board Student White Boards Markers Pen/pencil Continental Hot Spots Sheet Computer Procedure : 1. The teacher will lead a discussion in temperature. In order to start the conversation about what students already know about topics such as temperature of freezing water, a hot summer day, or body temperature.

1. The teacher will ask students how they know what the weather will be like (do they watch it on TV, do they look at it online or do they just wake up and see). 2. Teacher will show the students the weather forecast online and discuss the different ways to look at the weather. If there are enough computers students can explore the weather weather.com website and see what they find. 3. Teacher will discuss the ten day forecast and the high and low temperature the forecast has each day. Teacher can ask the students what they think the highs and lows mean on the forecast and when they would most likely happen during the day. Assessment or Activity : 1. The teacher will explain to the student that they are going to choose a city or a town to find the weather for the next ten days. They will look at the highs and lows for each day just as they had as a class and record them on their chart. When they are done with recording their information the students will create a line graph and a double bar graph. The students will go onto the computers and choose a city that they live in, know family from, go on vacation or just know. The students will record the ten day highs and lows on the Data Collection Sheet. 2. After they have the data that they need the students will go back to their seats with markers, pencil, a ruler and their data. Each student will create their two graphs. 3. When students are done making their graphs they will share them with their fellow students and discuss the similarities or differences. What would make them similar or different? Notes :  Students on an IEP will only record the temperature for 5 to 7 days instead of 10.  ESL Vocabulary 1. Data – collection of observations 2. Collection - group