SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: _Angela Tessier, Melissa Ellers, Jenna Baaske, Ruth Marshall, Deanna Fillingim______
Thematic Unit Theme/Title/Grade Level:_Natural Disasters/5th Grade_____________________________
Wiki space address: http://ucfgr5naturaldisastersf16t.weebly.com/______________________________
Daily Lesson Plan Day/Title: Day 3/ Hurricanes and Floods_________________________________
LearningGoals/Objectives Learning Goal: Students will be able to describe natural disasters and their
Whatwillstudentsaccomplishbeable causes and effects.
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://www.cpalms.org/Public/

Assessment
Howwillstudentlearningbeassessed?
Authentic/Alternativeassessments?

Doesyourassessmentalignwithyour
objectives,standardsandprocedures?

Informalassessment(multiplemodes):

participationrubrics,journalentries,
collaborativeplanning/presentationnotes,
etc.

Learning Objectives: *you MUST have objectives to meet all standards

Students will be able to demonstrate their understanding of tsunamis
and earthquakes by teaching one student what they learned from the
previous day.
Students will be able to label parts of a hurricane after watching a video
and using the scholastic website and the book, Hurricanes.
Students will be able to track The Great Hurricane of 1780 on a graph
given the longitude and latitude coordinates.
Students will be able to describe the category of The Great Hurricane of
1780 given the wind speed.
Students will be able to explain their knowledge of hurricanes using
several texts and by writing 2-3 sentences, including two new
vocabulary words.
NCSS theme(s):
Time, Continuity, and Change
Individuals, Groups, and Institutions
Science, Technology, and Society
People, Places, and Environment
Florida Standard(s):
LAFS.5.RI: Integrate information from several texts on the same topic
in order to write or speak about the subject knowledgeably.
LAFS. 5.RI.1.8: Explain the relationships or interactions between two
or more individuals, events, ideas, or concepts in a historical, scientific,
or technical text based on specific information in the text.
Next Generation Sunshine State Standards:
SS.5.G.1.2: Use latitude and longitude to locate places
SS.5.G.3.1: Describe the impact that past natural events have had on
human and physical environments in the United States through 1850.
SS.5.G.1.4: Construct maps, charts, and graphs to display geographic
information..
Unit Pre-Assessment: Kahoot (delivered one week in advance)
Unit Post-Assessment: Kahoot (delivered in Friday)
On-going daily (progress-monitoring) Assessment:
Students will be assessed by what they write in their books, demonstrating what
they have learned about hurricanes. This will be done at the end of todays
lesson. Students will self-assess using a scale.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga
nizer

1. The teacher begins by telling students to get out their survival kits
because today we will be learning about hurricanes.
2. 1st, the teacher quickly reviews the previous days lesson by asking
student A to turn to student B and teach them something they learned
about tsunamis. After 30 seconds, student B then teaches student A
something they learned about earthquakes.
3. The teacher then asks a couple of students to share what they learned
with the class.
4. After sharing, the teacher then begins a discussion about hurricanes,
asking students questions such as:
Has anyone ever heard of a hurricane?
What do you know about hurricanes?
What are your experiences with them?
Does anyone have a safety kit? If so, what do you have in it?
5. After discussing for a few minutes, the teacher plays a video called
Hurricanes 101 on the Interactive White Board.
http://video.nationalgeographic.com/video/101-videos/hurricanes-101
*tell students to pay attention to the flooding and damage that is caused
due to hurricanes*
6. Once the video is complete, the teacher explains to students that
tsunamis also cause flooding and that flooding is what causes the
majority of deaths during a hurricane. Hurricanes can also cause
tornados (they will learn more about that tomorrow)
7. The teacher then reads the book, Hurricanes! By: Gail Gibbons, aloud
to the class. (the book describes what a hurricane is, how it forms, the
scale that is used to measure them, the categories, hurricanes throughout
history, as well as safety precautions.)
8. The teacher then explains that:
Hurricanes are the most powerful storms on earth and often
travel at over 186 mph. They usually cause more damage around
the coasts, but big hurricanes can sometimes reach far inland.
The eye of the hurricane is at its center, inside the swirling mass
of wind and cloud. If you could fly above it and look down in it,
it would look like water spinning around a drain. The center is
calm and the strongest winds spin around it in the eyewall.
Formation They always begin over warm water, so they only
form in certain parts of the world, in tropical oceans near the
equator, an imaginary line around the center of the earth.
They always happen at certain times of the year, during what is
called hurricane season. Hurricane season in the Atlantic Ocean
runs from June 1 to November 30.
Damage- They can blow down buildings, pull up trees, and
throw cars and boats around like toys. Even the weakest
hurricane winds can blow tiles off roofs, rattle windows, and
snap branches These winds push massive amounts of water on
shore, called storm surge. Storm surges can cause terrible
damage to the coastlines, even change the whole shape of the

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

land. They can destroy beaches by dragging the sand and rocks
out to sea. Sometimes they dump sand and create new beaches.
They can also cover land and cause floods. The combination of
winds, rain, and storm surges cause terrible damage.
9. Students will move through three stations, while also creating a
hurricane book. They will follow directions in each station in order to
complete the activities. Each station will includes the parts of the book
that students will need, iPad, and the book Hurricanes!. Students have a
page labeled Hurricane Facts, which is for them to fill out as they
move through stations, adding any information that they see as
important. *ESOL- Use discovery learning activities (hands-onactivities)*
10. Directions for stations:
Station 1: How a hurricane forms and its parts
Each student takes a sheet labeled hurricane facts and the other sheet
labeled damage caused by hurricanes
Push play on iPad 1 and watch the video about how hurricanes form
https://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtube.com
%2Fwatch%3Fv%3Dc2XVZGpMwS4
On iPad 2, click on the different parts of the hurricane and investigate
deeper into the different parts
http://teacher.scholastic.com/activities/wwatch/hurricanes/indepth.htm
Label the parts of the hurricane on your sheet
Refer to the book Hurricanes! For a diagram of a hurricane
*UDL- 1.1 Offer ways of customizing the display of information.*
Station 2: Saffir-Simpson Hurricane wind scale
Each student takes a sheet labeled hurricane facts and the other sheet
labeled damage caused by hurricanes
Push play on the iPad and watch the video about the different categories
of hurricanes https://www.youtube.com/watch?v=lqfExHpvLRY
Look at the book Hurricanes! for more information on the categories
Look at pictures and decide which category of hurricane caused the
damage.
On iPad two, type the following vocabulary words into the search bar
one at a time: hurricane, longitude, latitude http://www.visuwords.com/

Once you find the definition, look at the definitions on the paper
labeled vocabulary and fill in the blank with the correct word.
*ESOL- pictures are provided in the vocabulary section of their
books*
Station 3: Cause and Effect/Safety
Each student takes a sheet labeled hurricane facts and the other sheet
labeled damage caused by hurricanes
Look at the pictures of destruction caused by hurricanes located on the
table
Take two pictures and use the glue stick to glue them onto your page
labeled damage caused by hurricanes
Use the book Howling Hurricanes to look up the definition of the

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

following words: eye, eyewall, storm surge

Once you find the definition, look at the definitions on the paper labeled
vocabulary and fill in the blank with the correct word.
Review how to be safe during a hurricane by either looking at the iPad
http://teacher.scholastic.com/activities/wwatch/hurricanes/ready.htm#
and clicking each of the words on the picture, looking through the book
Hurricanes!, or looking at your paper labeled safety checklist. Then
add one thing to your safety checklist that you would include in your
safety kit. *UDL- 7.1Optimize individual choice and autonomy.*
Once you have completed the activities, take a piece of construction
paper, fold it in half (like a book), and do the same with your papers.
Place the construction paper on the outside of the papers to create a
cover for your book, then staple the spine of it to hold it together. Take
the page labeled ____s Book About Hurricanes and glue to the front
of your book, creating a title, then write your name.
11. Once students have completed the stations, they will go back to their
seats and prepare for the next activity, tracking a hurricane.
12. The teacher explains that the Great Hurricane of 1780 happened during
the Revolutionary War (1775 1783). It is the deadliest Atlantic
hurricane on record, killing over 20,000 people, including French and
British soldiers who were located on their ships out in the ocean. Their
ships capsized, cause a great loss in soldiers.
13. Students are provided with a hurricane tracking sheet and coordinates,
along with dates for each coordinate. Students track the Great Hurricane
of 1780 by plotting the coordinates and writing the dates next to each
point so they can see how long it took the hurricane to move through
the Atlantic Ocean.
14. The teacher then reads information about The Great Hurricane of 1780
so students can see if they plotted correctly.
http://www.hurricanescience.org/history/storms/pre1900s/1780/
15. Students figure out what category the hurricane was by the wind speed
given from the story. They can refer back to their books for the scale.
16. Coordinates: 13 N, 59W 14 N, 61 W 18 N, 66 W 20 N, 70 W 33
N, 64 W 47 N, 56 W
17. Once completed, students will turn to the last page of their newly
created book (which is blank) and write what they learned about
hurricanes in 2-3 sentences, using 2 of the new vocabulary words that
they learned today. *ESOL- students can demonstrate their
understanding through a drawing* Students will also self-assess
using this scale:

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

*UDL- 9.3 Develop self-assessment and reflection*

18. Students will spend the last 15 minutes of class working on their group
projects.
*UDL- 8.3 Foster collaboration and community*
Resources/Materials

Materials:
iPads
Interactive White Board
Construction paper
Glue stick
Book sheets
Stapler
Hurricane tracking sheet
Books:
Eye of the Storm: A Book About Hurricanes By: Rick Thomas
Natural Disasters By: Claire Watts
Hurricanes! By; Gail Gibbons
Howling Hurricanes By: Louise and Richard Spilsbury
Websites:
Hurricanes 101 video http://video.nationalgeographic.com/video/101videos/hurricanes-101
Formation of hurricanes video: https://safeshare.tv/submit?url=https%3A%2F
%2Fwww.youtube.com%2Fwatch%3Fv%3Dc2XVZGpMwS4
Parts of a hurricane:
http://teacher.scholastic.com/activities/wwatch/hurricanes/indepth.htm
Hurricane categories video: https://www.youtube.com/watch?v=lqfExHpvLRY
Vocabulary words: http://www.visuwords.com/
Hurricane safety:
http://teacher.scholastic.com/activities/wwatch/hurricanes/ready.htm#
The Great Hurricane of 1780:
http://www.hurricanescience.org/history/storms/pre1900s/1780/