Teacher Candidate: Sara Saurazas

Cooperating Teacher: Dr. Varano

Group Size: 24
Allotted Time: 45 minutes
Subject or Topic: Natural disasters

Date: 10/29/15
Coop. Initials: ________________
Grade Level: 1st Grade
Section: _____________________

STANDARD: (PA Common Core): 3.3.1.A5. Become familiar with weather

instruments. Collect, describe, and record basic information about weather
over time.
I. Performance Objectives (Learning Outcomes):
1. The students will demonstrate what they learned from a video by responding to questions on a guided note
sheet
2. The students will express their understanding of tornadoes by filling out inquiry sheets during an
experiment
II. Instructional Materials
One copy of the Horrible, Horrible Hurricane by Dee Shockley
Chart paper
24 guided note sheets (see attached)
YouTube video (https://www.youtube.com/watch?v=Bbw5QKdFPrM)
24 inquiry sheets (see attached)
6 glass jars
1 large container of pearlescent hand soap
6 food coloring droppers (optional)
III. Subject Matter/ Content
A. Prerequisite skills:
1. Students need a basic understanding of severe weather
2. Students need to be able to write in short sentences
B. Key vocabulary:
1. Natural disaster: severe weather that causes significant damage
2. Flood: overflowing rivers or other body of water
3. Tornado: violent rotating wind storm
4. Hurricane: a huge storm that can last for days with high winds and a lot of rain
5. Earth quake: shaking or rolling of the earths surface
6. Wildfire: an uncontrolled fire occurring in wooded areas
C. Big Idea: Natural disasters cannot be controlled but we can use what we know about them to stay safe if they
happen.
D. New Content:
1. Natural disasters
A. severe weather that causes damage
2. Many types:
A. Hurricane
B. Tornado
C. Wildfire
D. Earthquake
E. Flood
3. Being prepared
A. having a plan
B. preparing supplies
C. being informed
IV. Implementation
A. Introduction

1.
2.

Read the book: "The Horrible, Horrible Hurricane"

Explain to students that a hurricane is a type of natural disaster and that today we will be learning
a little bit more about natural disasters

B. Development
1. Gather students at the rug.
2. Display a piece of chart paper.
3. Explain that natural disasters are different types of severe weather that cause significant damage.
4. Write this on the chart paper.
5. Ask students to offer examples of natural disasters.
6. Write the types on the chart paper.
7. Briefly discuss what the different types of natural disasters are writing some examples on the chart
paper.
8. Explain to the students that while scary, natural disasters are something that we need to know
about so we can be prepared if anything happens.
9. explain that we will watch a short video about how to be prepared for natural disasters
10. Have students return to their seats.
11. Pass out guided notes.
12. Read over the guided note sheet.
13. Play the video, stopping after each question is answered to review with the students and give them
time to write the answers.
14. After the video discuss and review the guided notes.
15. Have students put away their guided note sheets and instruct them to get into their inquiry groups.
16. Once in their groups explain that we will be creating our own mini hurricane.
17. Give each group a glass jar filled 1/3 of the way with hand soap
18. Model how to fill the jar with water letting the bubble that form roll off.
19. Add food coloring 3 - 5 drops (optional)
20. Have students secure lids on jars
21. Have students take turns shaking the jars.
22. Instruct students to fill in their inquiry sheets by writing, drawing pictures, etc
23. Once the sheets are complete discuss how our model is similar to the clouds in a hurricane
24. Instruct students to clean up their areas and return to their seats

C. Closure
1. Remind students that we do not need to be afraid of natural disasters because we are prepared to handle
them
2. Review ways to be prepared for severe weather
3. Explain to students that tomorrow we will be looking at ways to measure and record weather

D. Accommodations / Differentiation Finn, a student with autism will be given a schedule of the activities ahead of time so he is aware of what to
expect next. He will also be able to work with a class buddy during the inquiry and experiment to help
guide him as he works. Finn will also be given all materials ahead of time to read over in advance so he is
aware of what is expected of him.
E. Assessment/Evaluation plan
1. Formative - Students will hand in their inquiry sheets which will be evaluated using a
rating scale in which a 3 or higher on the scale will be considered mastery.
Rating scale:
0 - inquiry sheet is incomplete
1- One question on the sheet is answered correctly
2- Two questions are answered correctly
3 - Three questions are answered correctly

4 - Four questions are answered correctly

2. Summative - there is no summative assessment for this lesson
V. Reflective Response
A. Report of Students Performance in Terms of States Objectives

B. Personal Reflection
Did I pace my lesson? Was there anything I could have added that I didn't?

Did the students seem engaged? What could I add/change to better link the lesson to student lives?

VI. Resources
Standards:
http://www.pdesas.org/
Hurricane in a jar:
http://onetimethrough.com/make-hurricane-jar/