Storm Troopers

ISTC 667

Lisa-Dai Keen Venker

Storm Troopers
ClassMakeUp
Grade8Science
Firstunitoftheyear.
ClassMakeup(25students)

5IEPschunking,readingthenquestionaftereachparagraph,examplemodelingof
readingandquestionanswers,repetitivedirections,reminderstostayontask,graphic
organizersforinformation,questionsofferedinmultiplyforms,completedgraphic
organizersforcorrectedinformation,teachershouldcirculatetoincludecloseproximity
tostudents,closeproximitytohelpfulpeers,instructionalassistant,wordbanks,
handoutstobeviewedusingaprojectionsystemandInterwritetablets,preferential
seating,useofmanipulativethroughcomputeranimation,pictures/videosviacomputer
animationandpreselectedvideo,visualcues,modeling

3ADHDsameasabove,water/bathroombreakwhenneeded,closeproximityto
teacher,reminderchecksbyteacher,

1Autisticsameasabove,timeoutwhenneeded,quietplaceinroom,extralargespace
towork,preferentialseatingtoneeds

1HearingImpairedpreferentialseating,microphonewithreceivingheadphoneset

Girlstoboysratioclosetoeven

3ELL(2Spanish,1Urdu)graphicorganizers,completedgraphicorganizersfor
correctedinformation,repetitivedirections,closeproximitytoteacher,remindersfrom
teachers,wordbanks

61%FARMS

6AfricanAmerican(4boys2girls)

BaltimoreCountyPublicSchoolsUnifyingUnitScenario
Theindicatorsandobjectiveshavebeenintegratedintooneunifyingunitthatisfocusedaround
thescenarioprovided.Studentsshouldbepresentedwiththescenarioatthebeginningofthe
unit.Inaddition,studentswillmaintainajournal,ForecastersForum,fortheunitinorderto
collectandorganizeinformationthatwillbeneededtocompletetheprojectpresentedinthe
scenario.Arubrichasbeenprovidedandshouldbesharedwithstudentsafterintroducingthe
scenario.

PriorScienceKnowledge
Priortothislesson,studentshavebeentaughtandhavelearnedaboutclimate,theairinthe
atmosphere,heatingandcoolingofmolecules,conduction,convectionandradiationofearth.
Also,informationonthemoonscycles,seasonsonEarth,Earthstides,Earthswind,andthe
watercycle.
Prior Technology Knowledge
Priortothislessonstudentsshouldhavebasickeyboardingandinternetuseskills.

OBJECTIVES:
Maryland Voluntary State Curriculum for science.
Content Standard 3.0 Life Science: The students will use scientific skills and
processes to explain the chemical and physical interactions (i.e. natural forces and
cycles, transfer of energy) of the environment, Earth, and the universe that occur over

time.
E. Interactions of Hydrosphere and Atmosphere #3: Identify and describe the
atmospheric and hydrospheric conditions related to weather systems.
Objectives a. Identify and describe weather patterns associated with high and low
pressure systems and frontal systems.
AASL
Information Seeking Strategy
AASL Standards
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and social and cultural context.
National Educational Technology Standards
3c evaluate and select information sources and digital tools based on the appropriateness for
specific tasks.
Use of Information
AASL Standards
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions,
main and supporting ideas, conflicting information, and point of view or bias.
2.1.1 Apply critical-thinking skills (analysis, synthesis, evaluation, organization) to information
and knowledge.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
National Educational Technology Standards
4c collect and analyze data to identify solutions and/or make informed decisions.
5a advocate and practice safe, legal, and responsible use of information and technology.

Synthesis
AASL Standards
2.1.4 Use technology and other information tools to analyze and organize information.
3.1.4 Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.
National Educational Technology Standards
2a interact, collaborate, and publish with peers, experts or others employing a variety of digital
environments and media.
2b communicate information and ideas effectively to multiple audiences using a variety of media
and formats.

Objective: Students will examine characteristics of thunderstorms and tornadoes in order to

describe the conditions necessary for their formation.
Gained Science Knowledge
After this lesson students will identify and describe the atmospheric and hydrosphere conditions
related to weather systems.
Gained Technology Knowledge
After this lesson students will have gained technological knowledge on how to use an interactive
website and complete activities related to those.
Pebble:
Given a citys location, students will describe how air pressure, topography, heat energy, and
large bodies of water affect the formation of thunderstorms, tornadoes, and hurricanes.
5

Technology Integration
Online reading webpage
Interactive webpage

Materials Needed

Computer

Projection system

Audio system

Internet Access

Students handout

Prentice Hall: Science Explorer, Weather and Climate (pages 83-88)

Computer Lab with Internet access for day two.

Lesson using 5Es

DAY 1
Engagement
Students will view video clips of thunderstorms and tornadoes in order to predict what
atmospheric ingredients are needed to create a storm. Students will complete a graphic organizer
to help organize their ideas. (See attached handout) Correct information will also be given after
a discussion. Multiple videos are available from the links below.
http://stormvideo.com/
6

www.extremestorms.com
www.vastormphoto.com

Exploration
Pre-Assessment: Students will be given before reading assessment about storms that allow them
to agree or disagree with the statement given. Together students and I will go over the answers
and I will pole the number of students who answer agree/disagree to each question to judge their
current understanding and knowledge of storms.

Next, students will read from Prentice Hall Explorer: Weather and Climate, a short passage
about the formation of storms and reassess their answers to the questions justifying how they
found the correct answers on their handout. I will also ask that they indicate the page and
paragraph they gained the information from. Together we will go through and answers these
questions to identify what information should have been found.

Finally, students will complete an organizer to help them map out the progress of storms using a
tornado animation web site provided by the teacher.
http://www.msnbc.com/modules/tornado/default.asp

Post-Assessment: Students will complete the analysis section from their handout which asks
them to assess why the area known as Tornado Alley is named that. This will assess whether
they understand the conditions and geological formation to create tornadoes. They will also
complete question two, which has students analyze a weather report and analyze if a tornado is
actually occurring based upon the information given.
7

Day 2
Explanation
Students will be invited to a computer lab to work on and discover more information about
storms. Using this website, students will work through the different pages provided and answer
questions pertaining to each page. Below is the link for the website.
http://whyfiles.org/013tornado/

Pre-Assessment: Students will discuss with teachers the questions about tornadoes. Some
information should be gained from yesterdays reading and additional answers will be answered
with todays discovery. (See attached handout)
Students will now go to the website and at their own pace complete the associated hand out as it
corresponds to each page of the website.
Post Assessment: A tornado quiz is included in the website. Students will need to return a grade
to teacher once they have completed the online quiz. On their handout is a space to record their
grade. Link is below.
http://whyfiles.org/teachers/013tornado/index.php?g=2.txt

1. Where are tornadoes most intense?

a) India
b) the United States of America

c) Saudi Arabia
d) Bangladesh
2. Which state is NOT in Tornado Alley?

a) South Carolina
b) Kansas
c) Iowa
d) Oklahoma
3. How is the approximate width of a tornado measured?

a) With a tape measure

b) Using Global Positioning System (GPS) technology
c) By measuring the width of the damage left in the path of the tornado
d) Using photographs of the tornado and mathematical triangulation procedures
4. A tornado with the _________ would be most powerful.

a) Largest pressure difference between inside and outside of funnel

b) smallest pressure difference between inside and outside of funnel

c) Largest diameter
d) smallest diameter

5. What does the word shear refer to in the context of tornadoes?

a) A wind powerful enough to shear the roof off of a house

b) Multiple layers of wind moving in different directions and speeds, one on top of the other
c) The way a light wind can feel similar to stepping through a sheer material
d) A wind powerful enough to shear leaves from tree branches
6. True of false? The energy that fuels a raging tornado is derived from warm, moist air.

a) True
b) False

Extension
Students will then be required to complete Forecaster Forum number ten, which is part of a
journaling activity that students complete through out the unit.

10

Forecasters Forum #10: Storms such as hurricanes and tornadoes are known for their strong
winds. Write a statement that you could use in your audition tape that explains the cause of these
strong winds.

An additional activity could include a safety plan that students create for their family. In doing
this they would make sure they have appropriate materials and a safety evacuation.

Another great activity is the interactive website by National Geographic that allows students to
create their own storms using the following link.
http://environment.nationalgeographic.com/environment/natural-disasters/forces-ofnature.html
Students should visit lab, map, and case study pagers in addition to the six found on this site.

Evaluation
Day 1 Post-Assessment: Students will complete the analysis section from their handout which
asks them to assess why the area known as Tornado Alley. This will assess whether they
understand the conditions and geological formation to create tornadoes. They will also complete
question two which has students analyze a weather report and analyze if a tornado is occurring
based upon that information.

Day 2 Post Assessment: A tornado quiz included is included in the website. Students will need
to return a grade to teacher once they have completed the online quiz. A grade area is available
on their handout. The website quiz is below.

11

http://whyfiles.org/teachers/013tornado/index.php?g=2.txt

Final Assessments:
Weather Watchers Take One-students will create a multi day forecast for their final their assigned
city and Baltimore. In their assigned city groups students will create a report that will be video
taped. All information required of assignment and rubric is attached to this document.

Final Test-Students will also complete a final benchmark for this unit which includes 25 multiple
choices and two, three-point brief constructed response questions.

12

STORM TROOPERS

Page_________

After a quick flash of light, you brace yourself for the boom of the thunder. Another thunderstorm seems to have moved
over your area. Hurry up and get off that computer! your mom yells up to you. You quickly print out the latest email youve
received from Stormin Stan, and shut down the computer before the next flash of lightning.
From:StorminStan@teentv.com
To:Weatherwatcherwannabes@school.net
Subject:StormyWeather
Hey weather watcher! Im away from my desk, right now. I decided to head out to Tornado Alley and check out the
weather. Wow, those clouds outside are looking pretty dark. I bet a storms coming this way. Hmm now theres
something you probably havent researched STORMS! In this investigation, you will uncover the mystery of storms
and determine just what it takes for them to form.
As always, this is Stormin Stan the Weather Man asking, Do you have what it takes to be a star?
Objective: Students will examine characteristics of thunderstorms and tornadoes in order to describe

the conditions necessary for their formation.

Activity 1
1. Observe the pictures and video footage of various storms provided by your teacher.
2. Predict the atmospheric ingredients necessary for thunderstorms to occur. Record you response in Chart 1, Recipe for a
Thunderstorm.
Chart 1: Recipe for a Thunderstorm
Predicted Atmospheric Ingredients

Actual Atmospheric Ingredients

13

Activity 2
So, now that you have observed some pictures and videos of real-life storms, it is time to read about the
conditions necessary for storms to form.
3. Read each statement below. If you think the statement is true, place a in the Before Reading Agree column. If you think
the statement is false, place a in the Before Reading Disagree column.
BeforeReading
Agree
______

AfterReading

Disagree
______

A. A storm is violent disturbance in the atmosphere.

Agree

Disagree

______

______

Justification from text: ___________________________________________________________________________

_____________________________________________________________________________________________
______

______

B. Storms occur when air pressure is stable and unchanging.

______

______

Justification from text:___________________________________________________________________________

_____________________________________________________________________________________________
______

______

C. Thunderstorms form when warm air is pushed downward at a warm front. ______

______

Justification from text:

_____________________________________________________________________________________________
______

______

D. Thunderstorms and tornadoes are formed in the same type of clouds.

______

______

Justification from text:

_______________________________________________________________________________________________
___________________________________________________________________________________________

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BeforeReading
Agree
______

AfterReading

Disagree

______

Agree

E. A tornado is more likely to form when a cold, dry air mass from the Gulf ______
of Mexico meets a warm, moist air mass from Canada.

Disagree
______

Justification from text:

_______________________________________________________________________________________________
___________________________________________________________________________________________
______

______

F. Thunderstorms are more likely to occur in spring and summer during the
early morning when the ground is cooler.

______

______

Justification from text:

_______________________________________________________________________________________________
___________________________________________________________________________________________
Activity 3
4. Read pages 83-88 in Prentice Hall: Science Explorer, Weather and Climate to gather information about the formation of
thunderstorms and tornadoes.
5. Refer to the predictions you made in the Before Reading Column in Activity 2. Based on what you have read, determine if
your predictions were correct or incorrect. If you now believe the statement is true, place a in the After Reading Agree
column. If you now believe the statement is false, place a in the After Reading Disagree column. Justify your choices
with support from the text.
6. Review the prediction you made in Activity 1 regarding the atmospheric conditions necessary for the formation of a
thunderstorm. Complete the actual box based on the information you gathered in the reading.

15

CLASS DISCUSSION --Observe the animation describing the formation of a tornado. Complete the sequence chain to
describe the conditions that occur which may lead to the development of a tornado.
_________________ at the surface blow one

http://www.msnbc.com/modules/tornado/default.asp

_________________ air from the

____________________;
_________________ higher up blow the

surface _______________

______________________ direction.

As it ____________, the water vapor

The difference creates a

___________________ to form

_________________________ ,

__________________

_________________ warm

____________________ mass of air

Air from inner rotation may drop

____________ creates an

_________________________ out of the cloud where

___________________ which

air pressure is ______________________

pulls the rotating air mass

_________________

OR
the tornado may form from the ground
__________________________
16

Analysis
As you review the email, you realize that Stormin Stan mentioned that he was currently in Tornado Alley. A quick search of the
Internet, provides you with the following information on Tornado Alley.
The American Meteorology Society's Glossary of Weather and Climate defines Tornado Alley as: "The area of the
United States in which tornadoes are most frequent. It encompasses the great lowland areas of the Mississippi, the
Ohio, and lower Missouri River Valleys. Although no state is entirely free of tornadoes, they are most frequent in the
Plains area between the Rocky Mountains and Appalachians."
Depending on the time of year, the southern and northern borders of
Tornado Alley extend from about central Texas to Nebraska and
Iowa. This region is where tornadoes spin up most frequently and
where most monster, mile-wide twisters roam.
The map shows the areas included in Tornado Alley.
Adaptedfrom:http://www.usatoday.com/weather/wtorally.htm
andhttp://library.thinkquest.org/C001472/neen/tornadoes/alley.content.html

1. Explain why tornadoes would be more likely to form in the area known as Tornado Alley. Use information from the
investigation to support your response.____________________________________________________________

17

________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Stan is sending you audio Oklahoma City where he is on location with a group of local storm chasers.

Hey Weather Watcher. You should be here! Wow, this afternoon heat
and humidity is overwhelming! Summer sure is hot here! There are large
cumulonimbus clouds overhead. The sky is getting dark and the winds
appear to be picking up. Wheww look out! Oh my.

Stans audio message suddenly drops out. Oh, no! you shout to no one in particular. I wonder what happened to Stan. I
hope hes not in trouble.
Determine if the weather conditions described in Stans audio message are favorable for the formation of a tornado.
Use information from the audio message and the investigation to support your response.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_______________________________________________________________________________
Forecasters Forum: Determine if either of the
cities that you selected for your audition tape are
located in Tornado Alley. Research the likelihood of
18
a tornado occurring in either of your cities.

Storm Troopers Day 2

Objective: Students will examine characteristics of thunderstorms and tornadoes in order to
describe the conditions necessary for their formation.
Answer the following questions using information gained from yesterdays lesson. Be ready to share with the class.

Question

Possible Answers

Tornadoes are capable of

serious destruction. What gets
them twisting?

Where do they get their

energy?

How can we protect ourselves

when a tornado is approaching?

MORE on TORNADOES
So now that you remember some information lets learn more about tornadoes and how they affect
Earth.
Use this web link provided to start your search http://whyfiles.org/013tornado/
19

Page 1
1. Tornado Alley is ________________________?
2. What causes a tornadoes unique activity?
________________________________________________________

__________________________________________________________________________________________
3. List some of the ingredients needed for a tornado.

4. Is there anything in particular to keep tornadoes moving? ____________________________________________

__________________________________________________________________________________________
Page 2
5. Under which conditions can you create an F-0 tornado? ___________________________________________________
_______________________________________________________________________________________________
6. What damage occurs in an F-0?

20

6. The F stands for __________________.

7. What conditions could possibly create an F-5? __________________________________________________________
_______________________________________________________________________________________________
8. what damage occurs in an F-5?

Page 3
9. The ultimate source of energy that drives a tornado is called the ____________________.
Page 4
10. What is the difference between a Tornado Watch and a Tornado Warning?
Tornado Watch

11. Where is a safe location during a Tornado Warning?

21

Tornado Warning

12. Where could you go in case of a tornado? ___________________________________

13. Mobile homes usually are destroyed by tornadoes because _____________________________________________
__________________________________________________________________________________________
Post Assessment: A tornado quiz is included in website. Use this link to complete the quiz. Once you have finished youre your
score and give it to your teacher. No cheating!
http://whyfiles.org/teachers/013tornado/index.php?g=2.txt
____________ / 6

22

WEATHER WATCHERS, TAKE ONE

Page ___________
Wow, this unit has been really informative! With the help of Stormin Stan and the
others, you have managed to collect a ton of information on Earths hydrosphere and
atmosphere. Now its time to strut your stuff! In this investigation, you will
organize the weather data collected for your city and Baltimore in order to present a weather
forecast for your class.
Objective Students will interpret weather pattern data in order to forecast weather in
selected areas of the United States.
Procedures Activity 1: Analyzing the Weather Data
1. Review all Weather Watchers Data Sheets for your city
2. Meet with your group as directed by your teacher.
3. Examine the temperature, pressure, and precipitation data for your city over the past ten
days.
4. Identify and describe any patterns you notice in the temperature, pressure, and
precipitation data in your city over the past ten days. Use evidence from the weather data
to support your response.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________
5. Determine whether your collected weather data supports what you have learned about the
relationships amongst temperature, pressure, and precipitation.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________
Activity 3: The Task
Now that everyone is aware of their role in the broadcast, it is important to understand the
forecast requirements.
1. Written Weather Report
Each group must write a written weather report for their given city to be turned in to your
TV producer, your teacher. The written weather report should include:
names of the group members if not being done on own.
name of assigned city
forecast for tomorrows weather in the given city
five-day projected weather forecast for the given city
rationale for
weather forecast based on understanding of weather
patterns in
the United States.
23

2. Weather Broadcast
Each group must present a brief weather (3 -5 minute) broadcast for their given city and
Baltimore. The broadcast should include:
forecast for tomorrows weather in the given city
five-day projected weather forecast for the given city
rationale for weather forecast based on understanding of
weather
patterns in United States.
The following Rubric will be used to score your Weather Broadcast and
Weather Report.

Written

INTERACTIONS OF HYDROSPHERE & ATMOSPHERE SCORING RUBRIC FOR WEATHER

BROADCAST AND REPORT

USE OF ACCURATE
SCIENTIFIC
TERMINOLOGY

USE OF SUPPORTING
DETAILS

SYNTHESIS OF
INFORMATION

The use of accurate

scientific terminology
enhances the response.

Pertinent and complete

details demonstrate an
integration of ideas.

The response reflects a

complete synthesis of
information.

The use of accurate

scientific terminology
strengthens the
response.

The supporting details

are generally
complete.

The response reflects

some synthesis of
information.

The use of accurate

scientific terminology
may be present in the
response.

The supporting details

are adequate.

The response reflects

little or no synthesis of
information.

The student has SOME

UNDERSTANDING of
the question or
problem.

The use of accurate

scientific terminology is
not present in the
response.

The supporting details

are only minimally
effective.

The student has NO

UNDERSTANDING of
the question or
problem. The response
is completely incorrect
or irrelevant

N/A

N/A

LEVEL OF
UNDERSTANDING

The student has a FULL

and COMPLETE
UNDERSTANDING of
the question or
problem.
The student has a
GOOD
UNDERSTANDING of
the question or
problem.
The student has a
BASIC
UNDERSTANDING of
the question or
problem.

N/A

StudentResourceSheetESS

24

The response does not

address the question.