Lesson Plan and TIP Model Integration

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This document shows how we integrated the TIP Model into the lesson plan.

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  • 1. Multi-Media Project DraftSevere Weather UnitLindsay Marquette and Amanda Knoxaknox6/10/2011
  • 2. Day 1 Lesson Plan: Introduction to Severe WeatherPhase 3: Learning Objectives:The purpose of this lesson is to introduce students to the types, importance and hazards of severeweather. This lesson will help prepare them for a later lesson which discusses the specific features of atornado and its potentially devastating effects.At the conclusion of this lesson:Objective Excellent/Mastery Good/Average Needs Improvement(Skill or Knowledge)Can define severe Can name and describe Can generally describe Cannot clearly describeweather and name 3-4 types of severe severe weather and severe weather typeexamples weather. name 1-2 types. sand cannot name any features.Describe the Can list 5 facts about a Can list 3 facts about Can list 1-2 facts aboutcharacteristics of severe weather. severe weather. severe weather.severe weather Can access all of the Can find most of the Requires help to locateUsing technology links in the assignments links, but may need the websites. Show some assistance difficulty in following the assignmentShowing Application Can demonstrate, Can discuss and classify Needs assistance to calculate and classify with assistance classify any aspect of the types of severe severe weather weather.Phase 4: Design Integration StrategiesMethodsThis lesson begins with a short video clip of an example of severe weather. It begins to build a student’sbasic knowledge on severe weather, its characteristics and potential dangers. Each assignment providesopportunities for discussions and self-discovery. This lesson includes interaction with websites andvideos. The students can work together in groups to further explore severe weather.TechnologyThey types of technology which will support the students in their learning include the internet, videorecordings, and websites. Other tools may include software, art tools, and audio/visual equipmentduring presentations. Students will be able to have a review of the tools and technology to help themprepare for the assignments.
  • 3. Phase 5: Prepare the Instructional EnvironmentEquipment:The lesson requires that each student have individual and group access to a computer with an internetconnection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate thestudents in turn, to give each student some practice time with the assignments. The teacher will needto prepare the classroom by turning on each computer and verifying that the internet is working on eachunit. Also, the teacher will need to verify that the lesson links are still active and haven’t been movedsince the lesson was devised.Phase 6: Evaluate and Revise Integration StrategiesAssignmentsThis lesson includes a written assignment which reflects the work for each website and video. Thisassignment can be graded.AssessmentA quiz can be given which determines how much of the lesson each student retained. The quiz will focuson definitions, mastery of concepts and an overall understanding of the types of severe weather.Observation ScorecardThe teacher can observe the students as they interact with each other. They can also observe how thestudent progresses with the internet assignments. A scorecard can help the teacher monitor the resultsof each activity.
  • 4. Assignments and Instructional InteractionsWatch video:http://www.youtube.com/watch?v=RgoNJ0CfdSQ&feature=fvst (volcano eruption)http://video.nationalgeographic.com/video/player/- (earthquake)http://video.nationalgeographic.com/video/player/ (hurricane)Answer the questions: 1. What were some of the things you saw in the clips? 2. How would you feel if you were caught in severe weather?Go to: Severe Storms Websitehttp://severestorm.webs.com/whatissevereweather.htm 1.) Read the information provided on what causes severe weather. 2.) Complete the worksheet provided using the information from the webpagehttp://severestorm.webs.com/typesofseverestorms.htm 1. Read the information provided about the types of severe weather 2. Draw a picture representing the 7 types of severe weather presented. Label each picture with 3 characteristics or facts about that specific type of severe weather. 3. Write a brief paragraph describing your experiences with severe weather. Be sure to use the facts and terminology from the websites in your response.Go to: Weather Wiz Kidshttp://www.weatherwizkids.com/ 1. In groups, go to the website and click on your assigned topic. 2. Read the information on your topic. Make sure you explore all the links provided on the page. 3. As a group, put together a class presentation on your topic. Be sure and include all the information listed on your presentation guide.
  • 5. SourcesYouTubehttp://www.youtube.com/watch?v=RgoNJ0CfdSQ&feature=fvstNational Geographichttp://video.nationalgeographic.com/video/player/-http://video.nationalgeographic.com/video/player/Severe Stormshttp://severestorm.webs.com/whatissevereweather.htmWeather Wiz Kidshttp://www.weatherwizkids.com/
  • 6. Day 2 Lesson Plan: Severe Weather—TornadosPhase 3: Learning Objectives:The purpose of this lesson is to show teens an example of how weather can become severe. This lessonwill help prepare them for a later lesson which discusses the problems, social impacts, and potentialsolutions for severe weather.At the conclusion of this lesson:Objective Excellent/Mastery Good/Average Needs Improvement(Skill or Knowledge)Can define severe Can name 3-4 defining Can generally describe Cannot clearly defineweather and name features of severe severe weather and severe weather andexamples weather name 1-2 features. cannot name any features.Describe the Can list 5 facts about a Can list 3 facts about a Can list 1-2 facts aboutcharacteristics of a tornado tornado a tornadotornado Can access all of the Can find most of the Requires help to locateUsing technology links in the assignments links, but may need the websites. Show some assistance difficulty in following the assignmentShowing Application Can demonstrate, Can discuss and classify Needs assistance to calculate and classify with assistance classify any aspect of various aspects of tornados tornadosPhase 4: Design Integration StrategiesMethodsThis lesson begins with a lecture which refers to the overview of weather given in Lesson 1. It begins tobuild links between general weather knowledge and severe weather. Each assignment providesopportunities for discussions and storytelling. This lesson includes interaction with websites,simulations, and videos. The students can work together in groups to design a safety plan for their“household”.TechnologyThey types of technology which will support the students in their learning include the internet, videorecordings, and websites. Other tools may include software, art tools, and audio/visual equipment
  • 7. during presentations. Students will be able to have a review of the tools and technology to help themprepare for the assignments.Phase 5: Prepare the Instructional EnvironmentEquipment:The lesson requires that each student have individual and group access to a computer with an internetconnection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate thestudents in turn, to give each student some practice time with the assignments. The teacher will needto prepare the classroom by turning on each computer and verifying that the internet is working on eachunit. Also, the teacher will need to verify that the lesson links are still active and haven’t been movedsince the lesson was devised.Phase 6: Evaluate and Revise Integration StrategiesAssignmentsThis lesson includes a written assignment which reflects the work for each website and video. Thisassignment can be graded.AssessmentA quiz can be given which determines how much of the lesson each student retained. The quiz will focuson definitions, safety rules, and scientific data about tornados.Observation ScorecardThe teacher can observe the students as they interact with each other. They can also observe how thestudent progresses with the internet assignments. A scorecard can help the teacher monitor the resultsof each activity.
  • 8. Assignments and Instructional InteractionsWatch a Videohttp://www.fema.gov/kids/v_lib.htmAnswer the questions: 3. What were some of the things you saw? 4. What do you think you might feel if you were in a tornado? 5. What types of things might you be concerned about? 6. Why is it important that you understand how tornados form and what their impact might be?Go to: National Earth Science Teachers Associationhttp://www.windows2universe.org/earth/Atmosphere/tornado/formation.html 4. Go to the website 5. Read the information provided about how tornados form 6. Follow four of the links onto the connected pages and read the summaries there 7. Draw your own map which demonstrates what you learned about how tornados form 8. Use the map drawing to write small summaries on the same page of the map. The summaries should describe a few points from each of the links you explored.Go to: USA Today’s Tornado Formation and Safety Tip Interactive Maphttp://www.usatoday.com/weather/graphics/tornadoes/flash.htm 4. Go to the website 5. Drag the scrubber along each chapter in the simulation which will reveal sections for you to click on and read 6. Write a summary for each section 7. In a final paragraph, describe how this simulation changed your thinking about tornados.Go to: FEMA for Kids Websitehttp://www.fema.gov/kids/tornado.htm 1. Choose two of the stories from the left navigation panel and read them. 2. Describe what makes a room “tornado safe” 3. Describe what a disaster intensity scale is and how it works 4. Stand in front of the class and tell them about the tornado story which impacted you the most
  • 9. SourcesNational Earth Science Teachers Associationhttp://www.windows2universe.org/earth/Atmosphere/tornado.htmlFederal Emergency Management Agencyhttp://www.fema.gov/kids/tornado.htmUSA Todayhttp://www.usatoday.com/weather/graphics/tornadoes/flash.htmProduced by Josh Hatch, Bob Laird, Dave Merrill, Jerry Masemak, and Doyle Rice
  • 10. Day 3 Lesson Plan: Reading Weather MapsThe purpose of this lesson is to help students become familiar with how to read a weather map. Thisincludes weather symbols and terminology.At the conclusion of this lesson:Objective Excellent/Mastery Good/Average Needs Improvement(Skill or Knowledge)Draw a weather map Map has clearly defined Map has clearly defined Map does not show boundaries and every boundaries but does clearly defined state, county, city in the not show all of the boundaries and little or region is represented details for the region no details about the regionWeather Symbols Student can name and Student can name and Student can name and draw the systems and draw the systems and draw the systems and fronts, cloud cover, fronts, cloud cover, fronts, cloud cover, precipitation and precipitation and precipitation and weather, and wind weather, and wind weather, and wind speed with 80% speed with 60% speed with 60% accuracy or better accuracy or better accuracy or lessWeather terms Students can define the Students can define the Students can define the identified terms for the identified terms for the identified terms for the class with 80% accuracy class with 60% accuracy class with 60% accuracy or better or better or lessPhase 4: Design Integration StrategiesMethodsThis lesson begins with a lecture which introduces the ideas and importance of reading maps. Eachassignment provides opportunities for discussions and storytelling. This lesson includes interaction withwebsites and videos. The students can work together in groups to produce a weather forecast for theirassigned state.TechnologyThey types of technology which will support the students in their learning include the internet, videorecordings, and websites. Other tools may include software, art tools, and audio/visual equipmentduring presentations. Students will be able to have a review of the tools and technology to help themprepare for the assignments.
  • 11. Phase 5: Prepare the Instructional EnvironmentEquipment:The lesson requires that each student have individual and group access to a computer with an internetconnection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate thestudents in turn, to give each student some practice time with the assignments. The teacher will needto prepare the classroom by turning on each computer and verifying that the internet is working on eachunit. Also, the teacher will need to verify that the lesson links are still active and haven’t been movedsince the lesson was devised.Phase 6: Evaluate and Revise Integration StrategiesAssignmentsThis lesson includes a written assignment which reflects the work for each website and video. Thisassignment can be graded.AssessmentA quiz can be given which determines how much of the lesson each student retained. The quiz will focuson definitions, weather terms and weather symbolsObservation ScorecardThe teacher can observe the students as they interact with each other. They can also observe how thestudent progresses with the internet assignments. A scorecard can help the teacher monitor the resultsof each activity.Assignments and InteractionsGo to: http://www.jason.org/digital_library/246.aspx 1. Find the website 2. Create a table which shows the weather symbols and their meanings 3. Draw a map of a country in the world and use the weather symbols to indicate the type of weather they might be experiencing this time of year 4. Put a star next to terms you see all of the time in our own weather reports for our home townGroup Project: Producing a Weather Forecast and Presenting to the Class 1. You are assigned to a group and a state 2. Go to www.weather.com and enter the name of your state 3. Study the maps and information given 4. Draw several posters which reflect a map and use weather symbols to indicate the type of weather which is going on for your state 5. Use weather terminology as you describe what type of weather is occurring in each state
  • 12. Go to: http://www.ral.ucar.edu/weather/ 1. There are six links sited on the home page. This assignment will help you navigate through each of these links. 2. Select a different state than one you live in now. Perhaps the state of a friend or relative. 3. Go through each link and explore each page. Use a zip code from your chosen state to find out information about that state’s weather. Use the copy/paste features to capture pictures of maps and satellite images as you explore the different scientific aspects of map reading 4. Write a summary of what you learned. Make sure you mention details about what each link showed and perhaps something new you learned or something which surprised you about the links you explored.SourcesJason Science Education Through Exploration, National Geographic, and SEA Research Foundationhttp://www.jason.org/digital_library/246.aspxCommon Weather Symbols and their MeaningsThe Weather Centerwww.weather.comThe National Center for Atmospheric Research and the National Science Foundationwww.ral.ucar.edu
  • 13. Day 4 Lesson Plan: Societal Impact of Severe Weather-TornadosPhase 3: Learning Objectives:The purpose of this lesson is to show students the societal impact of tornados. This lesson will enablestudents to explore the social, economic and environmental damage produced by tornados.At the conclusion of this lesson:Objective Excellent/Mastery Good/Average Needs Improvement(Skill or Knowledge)Can define Can describe 3-4 ways Can generally describe Cannot clearly describe in which our society is 1-2 ways in which our any societal impacts of impacted by severe society is impacted by severe weather. weather. severe weather.Describe the disaster Can list and describe Can list and describe Cannot list or describecoping strategies 75% or more of the 50%-74% of disaster more than 49% of disaster coping and coping strategies disaster coping strategies strategies Can access all of the Can find most of the Requires help to locateUsing technology links in the assignments links, but may need the websites. Show some assistance difficulty in following the assignmentShowing Application Can demonstrate where Can demonstrate where Needs assistance to find to find information to find information with any information about about disaster relief assistance. disaster relief and and clean-up. clean-up.Phase 4: Design Integration StrategiesMethodsThis lesson begins with a power point presentation which provides an overview of the different types ofdestruction caused by severe weather using tornados as an example. It begins to build links betweenwhat students have learned about tornados in prior lessons with the effects of tornados occurrences.The real focus of this lesson examines how our communities as well as the larger society are affectedwhen faced with the aftermath of a disastrous tornado. Each assignment provides opportunities fordiscussions, use of technology and personal insight. This lesson includes interaction with websites and
  • 14. videos. The students can work together in groups to further explore and develop a more thoroughunderstanding of the cause and effect relationship between the development and demise of tornados.TechnologyThey types of technology which will support the students in their learning include the internet, videorecordings, and websites. Other tools may include software, art tools, and audio/visual equipmentduring presentations. Students will be able to have a review of the tools and technology to help themprepare for the assignments.Phase 5: Prepare the Instructional EnvironmentEquipment:The lesson requires that each student have individual and group access to a computer with an internetconnection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate thestudents in turn, to give each student some practice time with the assignments. The teacher will needto prepare the classroom by turning on each computer and verifying that the internet is working on eachunit. Also, the teacher will need to verify that the lesson links are still active and haven’t been movedsince the lesson was devised.Phase 6: Evaluate and Revise Integration StrategiesAssignmentsThis lesson includes a written assignment which reflects the work for each website and video. Thisassignment can be graded.AssessmentA quiz can be given which determines how much of the lesson each student retained. The quiz will focuson definitions, safety rules, and scientific data about tornados.Observation ScorecardThe teacher can observe the students as they interact with each other. They can also observe how thestudent progresses with the internet assignments. A scorecard can help the teacher monitor the resultsof each activity.
  • 15. Assignments and Instructional InteractionsWatch the Videos:http://www.youtube.com/watch?v=faUlmT3MYYU&feature=relmfuhttp://www.youtube.com/watch?v=uJ5SL2879hU&feature=relatedNext, go to the website:http://www.apa.org/helpcenter/tornadoes.aspx 1. After viewing the video and reading the web article, write a 1 page journal entry sharing your thoughts on the emotional damage caused by tornados. How would you cope with the loss of your home and all your possessions? 2. With a partner, write a brief dialogue between yourself (partner 1) and a friend (partner 2) who has just been through a violent tornado. What advice would you give your friend on coping with the aftermath of the disaster? 3. With your partner, act out the dialogue you wrote to the classGo to the following websites:http://www.environmentgreen.com/environmental-damage-caused-by-tornadoes.html?utm_source=twitterfeed&utm_medium=twitterhttp://www.bt.cdc.gov/disasters/tornadoes/after.aspNext, watch the video clip:http://www2.wrbl.com/news/2011/may/18/tornado-cleanup-raising-health-concerns-ar-1860277/ 1. Consider the information you been presented 2. Imagine you are a rescue worker who has arrived on the scene after an extremely destructive tornado has passed through. Write a 3 paragraph summary on your plan of action. How will you begin to survey the damage? What types of environmental dangers might you encounter? What safety precautions will you take to protect yourself against injury or illness?Go to the Websites:http://www.disastercenter.com/tornado/fujita.htmhttp://thewatchers.adorraeli.com/2011/04/29/the-tornado-damage-scale-in-images/http://www.spc.noaa.gov/faq/tornado/f0.htmhttp://www.spc.noaa.gov/faq/tornado/f1.htmhttp://www.spc.noaa.gov/faq/tornado/f2.htmhttp://www.spc.noaa.gov/faq/tornado/f3.htmhttp://www.spc.noaa.gov/faq/tornado/f4.htmhttp://www.spc.noaa.gov/faq/tornado/f5.htm
  • 16. 9. Read the information provided about the type of structural damage a tornado can do 10. In groups, briefly describe an example of the typical structural damage from each ‘category’ of tornado (using the Fujita Scale) 11. Choose one Fujita scale ‘category’ of a tornado (F-0 to F-5). Search the internet for information on a historical tornado occurrence which matches the category you choose. 12. Put together a brief presentation of your historical event using the information from your research to present to the class. Be sure to include some type of audiovisual tool.Go to: http://www.economics.noaa.gov/?goal=weather&file=events/tornado&view=costs 1. Create a table which shows the annual tornado summary for the years 2000-2010. Draw 3 concludsions: Has the cost grown, become smaller, or stayed the same? Which year had the most deaths? Is there a pattern in the statistics? 2. Write a short paragraph which describes the cost of severe weather compared to the region of the country. Can you explain why one region may be impacted more than another?Read the Article: http://politicmo.com/2011/05/28/will-norton-18-killed-by-tornado-on-way-home-from-high-school-graduation/Go to: http://youtu.be/GNrmzkvA0Lw 1. Write an essay about the human cost in severe weather. Discuss how social media has impacted how society communicates, grieves, heals, and contributes during times of trauma.View the PowerPoint ‘Social Effects of Tornados’. 1. Carefully view the charts and graphs presented in the PowerPoint 2. Complete the assigned worksheet based upon the information providedSourcesAmerican Psychological Associationhttp://www.apa.org/helpcenter/tornadoes.aspxyoutube http://www.youtube.com/watch?v=faUlmT3MYYU&feature=relmfuhttp://www.youtube.com/watch?v=uJ5SL2879hU&feature=relatedhttp://youtu.be/GNrmzkvA0LwEnvironmental Greenhttp://www.environmentgreen.com/environmental-damage-caused-by-tornadoes.html?utm_source=twitterfeed&utm_medium=twitterCenters for Disease Control and Preventionhttp://www.bt.cdc.gov/disasters/tornadoes/after.asp
  • 17. WRBL News Sourcehttp://www.bt.cdc.gov/disasters/tornadoes/after.aspThe Disaster Centerhttp://www.disastercenter.com/tornado/fujita.htmThe Watchershttp://thewatchers.adorraeli.com/2011/04/29/the-tornado-damage-scale-in-images/Scholastichttp://teacher.scholastic.com/activities/wwatch/tornadoes/indepth.htmNational Oceanic and Atmospheric Administrationhttp://www.economics.noaa.gov/?goal=weather&file=events/tornado&view=costsPoliticM News Article, Eli YokleyWill Norton, 18, Killed by Tornado On Way Home from High School Graduationhttp://politicmo.com/2011/05/28/will-norton-18-killed-by-tornado-on-way-home-from-high-school-graduation/
  • 18. Day 5 Lesson Plan: Unit Wrap-Up: Severe Weather/TornadosPhase 3: Learning Objectives:The purpose of this lesson is to review all of the concepts and facts presented this week. This lesson willenable students to tie together what they have learned about severe weather and its application to thetornado.At the conclusion of this lesson:Objective Excellent/Mastery Good/Average Needs Improvement(Skill or Knowledge)Can define Can describe 3-4 Can generally describe Cannot clearly describe concepts and 2-1 concepts and any concepts and characteristics of severe characteristics of severe characteristics of severe weather. weather. weather.Describe the Can list and describe Can list and describe Cannot list or describedevelopment and 75% or more of the 50%-74% of the more than 49% of theeffects of tornados material presented material presented material presented Can access all of the Can find most of the Requires help to locateUsing technology links in the assignments links, but may need the websites. Show some assistance difficulty in following the assignmentShowing Application Can demonstrate Can demonstrate partial Needs assistance to mastery of content. mastery of content with demonstrate any recall assistance. of content.Phase 4: Design Integration StrategiesMethodsThis lesson begins with a brief review of the concepts and information presented throughout this week.This lesson continues to reinforce and build the connection between severe weather and the Itcontinues to build links between what students have learned about tornados and its relation to severeweather. The real focus of this lesson is to tie together the various aspects of this week’s material,bridging the gap between severe weather and the cause and effect of tornados. Each assignmentprovides opportunities for discussions, use of technology and personal insight. This lesson includesinteraction with websites and videos. The students can work together in groups to further explore anddevelop a more thorough understanding of the cause and effect relationship between severe weatherand the development and demise of tornados.
  • 19. TechnologyThey types of technology which will support the students in their learning include the internet, videorecordings, and websites. Other tools may include software, art tools, and audio/visual equipmentduring presentations. Students will be able to have a review of the tools and technology to help themprepare for the assignments.Phase 5: Prepare the Instructional EnvironmentEquipment:The lesson requires that each student have individual and group access to a computer with an internetconnection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate thestudents in turn, to give each student some practice time with the assignments. The teacher will needto prepare the classroom by turning on each computer and verifying that the internet is working on eachunit. Also, the teacher will need to verify that the lesson links are still active and haven’t been movedsince the lesson was devised.Phase 6: Evaluate and Revise Integration StrategiesAssignmentsThis lesson includes a group project where students will be asked to create and present to the class aPowerPoint presentation recapping this week’s material. Students will also complete a comprehensivetest. This test will cover the definitions, concepts and ideals presented this week.AssessmentStudents will be graded both individually and as a group on their performance according to theassignment guidelines to be distributed. Students will also be graded on their mastery of the contentcovered.Observation ScorecardThe teacher can observe the students as they interact with each other. They can also observe how thestudent progresses with the internet assignments. A scorecard can help the teacher monitor the resultsof each activity.
  • 20. Assignments and Instructional Interactionshttp://www.youtube.com/watch?v=CoJP_3i9iEsWatch the Video:http://www.youtube.com/watch?v=wOsICmp4eFo&feature=related 1.) While viewing the video, list the types of severe weather you see. 2.) As a class, discuss your answers. Teacher will lead discussion by asking comprehensive questions on material presented throughout the week.Prepare a Group PowerPoint: 1.) As a group, prepare a PowerPoint reviewing the concepts and information you have learned from this week’s unit. 2.) Use the internet to search for facts and additional information to include in your group project. Students must use at least 3 sources for this project. 3.) List 5 questions for the class to answer after the presentation using the information included on your PowerPoint. 4.) Present project to class.Exam: 1.) Students will complete an exam on this week’s unit. The exam will consist of multiple choice, fill in the blank and short answer questions.Final Reflection: 1.) As a class, student will discuss their thoughts and feelings about severe weather and tornados. The teacher will lead the discussion by asking 1.) what did you find the most interesting about this week’s unit? 2.) what did you find least interesting? 3.) has this week’s lesson changed how you feel about severe weather?