IIED: ICT in Education Lesson Plan Format

2017

TORNADOES

SET UP

Subject Area(s) Geography (Science)

Grade Level 10-11 years

The overall purpose of the lesson

Lesson Summary Pupils learn how tornadoes are formed and how to classify them, then create their
(take this seriously) own tornado in a bottle.

The pupils will be able to accomplish/demonstrate three key skills/behaviors:

At the end of this lesson the students will be able to:
Student Objectives
& Outcomes 1. Explain how tornadoes are formed
(take this seriously) 2. Classify tornadoes
3. Make use of Socrative and answer at leas 5 multiple choice questions about
Tornadoes

What standards from Suriname learning lines does your lesson meet?
Suriname 302918218. Curr. Basisonderwijs (page 38)
Learning Get acquainted with the main climate zones
Outcomes On earth and learning to make links between
The different climate factors.

How does the lesson connect to a foundational idea in Science,

Technology, Reading, Engineering, Arts or Mathematics?
1. S-For Science. Creating a Tornado in a bottle
Foundational
2. Technology (To use Technology one of the group members must connect
STREAM Ideas his/ her smart phone to the computer so that they can use the hotspot,
(pick at least two) because the school doesnt have internet access. They can search on YouTube
to find videos which they can compare with their own tornado.)

3. Or writing a short story about their feelings or worries about a tornado and
what they think that the people can do to be safe if a tornado comes along.

What real-world connections can this lesson help to understand?

Real World
Connections or Nature disaster
Applications This lesson can help pupils to understand how tornadoes are happens.
 THE WAY IN

What I do to ensure that the pupils know (a) what the lesson is all about
(on the chalk-board or through other means (b) what they are expected to
learn, and (c) what the outcomes will be.
Before beginning the lesson, the topics and learning objectives are projected on the
board. The new material is introduced through questions.
I will ask questions to find out if they have heard of natural disasters before.
1. The purpose of the lesson and the subject will be projected on the board.
2. I will let the pupils watch a You tub video so they know what the lesson is about.
Checklist for 3. The materials to create a tornado in a bottle will be exposed in front of the class.
Readiness Further on I will make use of computers, a whiteboard, whiteboard markers,
exercises written on A4, an eraser, and a beamer.
4. Because I know that pupils have different learning styles I will use as much
pictures as possible.
5. As a teacher, I will step into the pupils perception of their environment and
make sure the lesson is on their level of understanding.
6. the pupils know the rules applied in class which is a basic need for a pleasant
atmosphere in class and I will explain the class arrangement for this lesson.

What vocabulary is connected with this lesson?

Vocabulary Tornado A whirlwind that can be extremely destructive and violent.
Vortex A mass of swirling water that draws everything near it.

Launch/Warm-Up/Introduction
Lesson Outline
Questions are only for guide

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Engagement

To capture the pupils interest, I will have material to visualize. They will
also watch a film. The film is also meant to increase their attention. During
the round for questions I will try to engage them by giving as much as
possible turns to each pupil to answer a question.

https://www.youtube.com/watch?v=895WyoARBx8

After watching the You Tube film the pupils should ask themselves:

1. What is the relevance of this film?

2. Have we ever seen something like this in Suriname?

I will ask the pupils to recall a tornado they have seen (either on television,
movies, or in person). What do they remember?

Exploration

Make a Tornado! In this hands-on activity, the pupils will create a tornado in a
bottle.
After the pupils have tried the activity, I will ask them to explain how a tornado
forms

Explanation

Student explanations should precede introduction of terms or explanations

by the teacher. What questions or techniques will the teacher use to help
students connect their exploration to the concept under examination?

Pupils should explain how tornadoes form and the types of tornadoes
through videos and online reading
Pupils should present the impacts of tornadoes by searching for articles
about tornadoes.

List higher order thinking questions which teachers will use to solicit
student explanations and help them to justify their explanations.

Do you think that tornadoes occur in Suriname?

Do you think Suriname could ever be hit by a tornado? Why?

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Elaboration
Describe how students will develop a more sophisticated understanding of
the concept.

The pupils should compare and contrast images from the Tornado Image
Gallery using the Tornado Compare and Contrast Activity Worksheet.

What vocabulary will be introduced and how will it connect to students

observations?
New words they will learn are:
Tornado A whirlwind that can be extremely destructive and violent.
Vortex A mass of swirling water that draws everything near it.

How is this knowledge applied in our daily lives?

Evaluation

Through assignments

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 Pre-Assessment

What I do to ensure that I know what students are capable of doing BEFORE I
introduce new concepts, skills, or behaviors I want students to achieve. Techniques
to use include (but are not limited to):
A central question that engages minds/determines how much the pupils
know.
What is the subject of the film?
A task/activity where the pupils show they are ready to take the next step.

Assessing
Knowledge

Post-Assessment

What did the students learn AFTER the lesson you introduced?
After the tornado lesson the pupils can explain how tornadoes are form.

Rubric:

http://www.exemplars.com/assets/files/rwr_comm_rubric.pdf

Novice

Organizes ideas in simple formats such as lists, outlines or summaries with

support.
Needs support to go beyond summary of facts to ideas or positions.
Uses everyday language and simple vocabulary to describe or discuss.
Uses the forms of spoken language in both writing and presenting.
Needs support to edit work.

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 THE WAY THROUGH

After the pupils watched the film and did the 1st task the new lesson will be introduced in
a PowerPoint presentation.

Slide 1
Todays lesson is about Tornadoes
Have you ever heard of a tornado?
What is a Tornado?
Def.:
A tornado is a vortex. A vortex is a spiral motion of fluid that sucks everything near it
toward its center. In the case of a tornado, the fluid is air. A thunderstorm may draw up air
from the ground, creating unstable combinations of rising and falling air and resulting in a
violent rotating storm. If the storm touches the ground, a tornado is born. A tornado can
cause devastating damage. The most violent tornadoes are capable of tremendous
destruction with wind speeds of up to 300 mph. They can destroy large buildings, uproot
trees and hurl vehicles hundreds of yards. They can also drive straw into trees.

Instruction 1:
I will give the pupils 2 A4 format paper. On the one they have a text about Tornadoes
and they have to read it. After they have read it, they must write the important
information about a Tornado on the other A4 format.

Activities and
Scaffolding
(Be specific)

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Slide 2
Tornadoes can be divided into:
a. Waterspout
b. Landspout
c. Supercell Tornadoes

Ad a. Waterspout
A waterspout is a column of rotating wind that develops downward from a line of
cumulus clouds to a body of water. A Cumulus cloud must be present for a
waterspout to occur. The contrast of cold air overlying warm water provides a
critical element leading to a waterspout event.

Ad. b. Landspouts
Narrow vortex forms over land under growing cumulus cloud.

Ad c. Supercell Tornadoes
Supercell tornadoes are the largest and most dangerous. They spin up under
rotating storm.

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Instruction 2:
I will give the pupils a drawing of a Word Web on A4 format. Here they must divided
the Tornadoes in the categories.

Slide 3
Tornado in a bottle (group assignment)
We also can create a Tornado.
How are we going to create a Tornado in a bottle?
What do we need?

Necessities:
2 solid PET bottles
adhesive tape
a knife*
glue
food coloring
water

* For safety reasons, I have drilled the holes in the plastic caps

Slide 4
Instructions:
Turn the caps of the bottles
Glue the caps (on the side of the holes)
Tape the caps

Fill one of the bottles with water to 1 inch (3

centimeter) from the top

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 Add a drop of the blue food coloring

Screw the stacked caps on the bottle with the water

Then put the empty bottle upside down on the bottle with the water, screw it
firmly and flip the bottles.

To make sure the pupils understand the relationship between the model Tornado they have
made, I will ask them the following:
Question 1:
What does the water in the bottle represents?
(They should know that the water in the bottle represents swirling currents of air in a real
storm).
Usually a little water is going from the upper bottle to the bottom bottle and a few bubbles
from the bottom bottle to the top. Nothing happens further.

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 Now move the bottle in a swirling motion and there is a vortex.

Questions 2:
1. What is happening?
Explanation:
When you turn the bottles, the water is on top and the air is underneath. The water and the
air want to change from place, but that does not work through the small hole between the
bottles. If you turn the bottles smoothly, a centrifugal force causes the water to swing
against the plastic of the bottle. This causes a vortex. The water can flow downstream of the
hole between the bottles and the air can rise at the same time in the center of the hole.

Note:
Because air has a smaller density (mass / volume) than water, the air wants to flow
upwards and the water flows down in air

Evaluation
Through Kahoot
https://create.kahoot.it/#quiz/9e3920cf-64a7-4930-aabd-c962b03b217b
Go to www.kahoot.it
Log in as a student
Click on Classic
Join with game pin: 324355

What you do to encourage pupils to move through the material.

Review what you have learned in Year 1 and Year 2 to date
Effective I will use the 21st century concept Collaborative Learning, Formative Assessment
Pedagogies and Flipped Classroom.
(Be specific)
How you use Multiple Intelligences to reach different learners
By using pictures, videos and PowerPoint.

Differentiated What you do (specifically) in your lesson that can address pupils with
different learning needs (physical, mental)
Instruction
For the outgoing pupils I have extra exercises and the weaker will be guided by me.
(Be specific)

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 Use of ICTs
(Be specific)

CLASSROOM MANAGEMENT
(Not applicable when practice teaching at IOL, but will be used for teaching in local classrooms)

Classroom is organized to be warm, friendly, and suited for learning

The class consists of 24 pupils who will divided in 6 groups.

Lesson is flexible and responsive

Pupils get the opportunity to ask questions or make remarks for clarification
purpose.

Timing is suitable

Your Organization
assessing prior knowledge: 5 min.
Introduction: 5 min.
Instruction/processing: 20 min. 45 min.
Exercise: 10 min.
Evaluation: 5 min.

Pupils are motivated and monitored

Students are motivated by encouraging them to answer, referring to graphic
representation material and complimenting them.

You can demonstrate how the lesson to be clearly organized

Each of the 4 groups will get 5 minutes to process an exercise and every group will have an
appointed timekeeper with a stopwatch.
You make effective use of verbal and non-verbal communication
Non-verbal: a cube will be used to communicate whether they may or may not ask
for my attention. The red side to them means they may not call for
Your Instruction
me. The green side to them means they may ask me.
Verbal: if the groups are too noisy I will address them to correct.

Examples of attention to students with different learning needs

If there are visually set that group will receive graphic representation material en printed
information.

Show how the lesson is appropriate to the age-group

The students may make use of their mobile phone.

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 Are responsible to the well-being and order of the classroom
Your Students The students know the rules that apply both at school and in my class.
(You can demonstrate
that)

21ST CENTURY TEACHING AND LEARNING

CHOOSE 3 of the following 21st Century Teaching and Learning teaching and learning concepts and
briefly describe how your way in, through, or out demonstrated these concepts. Feel free to choose from
the following list or add your own:

Brain-Based Learning | Character Education | Collaborative Learning

Year 1 and 2 Canvas sites PLUS each of
the following is a link from:
http://edutopia.org
| Culturally Responsive Teaching | Design Thinking | Differentiated
Instruction | Digital Citizenship | Environmental Education | Flipped
Classrooms | Formative Assessments | Game-Based Learning | Health
and Wellness| Home-School Connections | Inclusive Education |
Inquiry-Based Learning | Learning Styles | Maker Education | Media
Literacy | Mobile Learning | Multiple Intelligences | Performance
Assessment | Problem Based Learning | Project-Based Learning |
Rubrics | Service Learning Social and Emotional Learning | Social
Media | Special Education | Student Engagement

1. Collaborative learning

21st Century Teaching and To stimulate collaborative learning the pupils are
Learning Choice 1: placed in 6 groups; working together to solve the
issues in the exercises.

2. Formative Assesment

During the lessons the pupils are tested by doing a excersise.

21st Century Teaching and
Learning Choice 2:

Flipping the classroom

The classroom instruction

21st Century Teaching and
Learning Choice 3:
are offered online and
students are doing it at
home. The "homework"
is made in the classroom.
So the class time
is used more efficiently.

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 THE WAY FORWARD

What will the pupils do in class to practice this skills?

The pupils will search through Google for pictures of tornadoes belonging to the three
categories. These pictures they need to copy and paste it into a Word document with the
appropriate category above and save the word document on a USB stick.

What should the pupils do at home to practice this skill?

The pupils should open the word document and make a Tornado Collage.
Practice in class and
at home

This lesson shall lead to it that at the end of this chapter the pupils know
how Tornadoes are form, are able to distinguish the different types of
Where this Leads
Tornadoes from each other and are able to mention examples of them. They
will have to present their Tornado Collage in front of the class.

How will you end this class session?

Evaluation
Through Kahoot
Ending class Go to www.kahoot.it
(be specific) Log in as a student
Click on Classic
Join with game pin: 324355

https://create.kahoot.it/#quiz/9e3920cf-64a7-4930-aabd-c962b03b217b

Lesson plan
https://scied.ucar.edu/teaching-box/tornadoes
http://www.discoveryeducation.com/teachers/free-lesson-
plans/tornado.cfm
http://lessonplanspage.com/sssciencetornadolocations3-htm/
Handouts, Links and You Tube
Resources

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 Encouragement and a Warning
Over time, you will be able to create lesson plans easily, but the first few times, you will probably be working on
this lesson plan again and again. We all encourage you to take chances, to play with ideas, to try out crazy and fun
ideas. Even if those ideas fail, you will do well, because if you dont try anything new, you will become a boring
teacher.
At the same time, PLEASE do not cut and paste lessons from the internet and claim them as your own. To do so is
plagiarism, and you will not get credit for the assignment. The IIED professors use different software to
determine if students are copying and pasting from the web (www.turnitin.com is an example), so I urge you to do
this entirely as your own work.
Best advice: do this yourself and give it your best. Avoid scouring the internet for ideas. You are clever enough.
Make this something you are proud of!

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