Weeklong Lesson Plan
- Find out what students know about natural disasters. (Naturalistic- G)
- Complete a K-W-L chart to find out what students already know and what they
would like to know. Do not fill out the “what students learned part until the lesson is
- Discuss the student’s comments.
- Read the section on violent weather from the book Weather and Climate by Barbara
Taylor. Discuss storms and tornadoes. Ask students if they have a personal story to
share. (Intrapersonal- G)
- Give the formal definition of a tornado.
- Ask students if they can make use of the facts they have been given to draw a picture
of a tornado (Application- Bloom). Using markers, crayons, or colored pencils, and
construction paper, have students draw a picture of what they think a tornado looks
like or what kind of damage it can do to the environment. Have them write a sentence
or two describing their drawing. (Visual-Spatial-G) (Science Standard 2.2.5) (Art)
Students will begin to understand natural disasters.
By the end of today’s lesson, students will be able to understand what tornadoes are, and
have a better understanding of the destruction they can cause.
- Read the section about Tornado Alley and give the definition from the book Weather
and Climate by John Basset.
- Learn about the region of Tornado Alley. Use a map to show students exactly where
the region is located. Discuss the geography/characteristics of the land of this area.
(Visual-Spatial- G) (Social Studies)
- Explain to students that there are 5 categories of tornadoes (Fujita Scale). Ask
students, how can you classify the types of tornadoes? (Comprehension- Bloom).
Discuss and classify tornadoes in each category. (http://www.fema.gov/kids/tornado.htm)
- Discuss where and how tornadoes happen.
- Review: How can you rate the strength of a tornado? (Evaluation- Bloom)
- Writing Assignment: Do you know the difference between a tornado warning and a
tornado watch? If so, explain. (Intrapersonal-G)
- Listen to the song Tornadoes by Ron Brown on the site
http://www.songsforteaching.com/intellitunes/tornadoes.htm and have students sing along.
- Have students create a short poem or song about tornadoes. Allow them to be
creative and use hands, feet, or other available resources to create music or a beat to
go with their poem or song. (Language Arts and Music)
Today’s reading activity will allow students to see pictures of tornadoes and the
destruction they can cause.
By the end of today’s lesson, students will know the 5 categories of tornadoes and be able
to explain where/what Tornado Alley is and identify the region on a map.
- View the FEMA for kids website (http://www.fema.gov/kids/tornado.htm)
- Learn the terms tornado warning and tornado watch. Have students see if they
got the answer to Tuesday’s question correct.
- Why do you think we have watches and warnings for tornadoes? (Analysis-
- Discuss that tornadoes are not always predictable. We do not always know what
will happen or how it will effect people and the environment. (Science Standard
- Watch the tornado video clip and discuss what students saw. (Observing and
- Read the section be prepared for storms from The Kids Book of Weather Forecasting.
Discuss Tornado Safety and visit the “things to know” link on FEMA site.
- Computer Lab: Have students explore the FEMA for kid’s website. Have them write
down interesting facts that they find. (Intrapersonal- G)
- Discuss student’s findings from FEMA for kid’s site.
- Ask, what can happen if a tornado occurs? (Synthesis- Bloom)
- Assessment: Have students make a plan for emergency weather situations. They may
type this on the computer. Have students share their plan with the class.
Students will gain valuable knowledge about what to do if a tornado strikes.
By the end of today’s lessons, students will be able to describe the difference between a
tornado warning and a tornado watch. By using technology they will be able to identify
facts about tornadoes and tornado safety, and will have developed the knowledge to
create an emergency plan.
- Have students write a poem about tornado safety.
- Read collecting tornadoes from the book Weatherwatch by Valerie Wyatt.
- Have student’s work individually to complete tornado math worksheet (printed from
FEMA website)(Math Standard 2.1.6). Allow 20 minutes for completion. (Logical-
- Have students write the answers on the board to each question. (Bodily-Kinesthetic-
- Review the worksheet/answers and discuss how students came to find their answers.
Students will develop an understanding that math relates to real world experiences, such
By the end of the lesson, students will be able to relate math to real life experiences, and
understand the importance of knowing how to do math.
-Fun Friday Experiment
- Daily Math problem: If a tornado is traveling 40 mph how long will it take to travel 5
miles? (Logical-Mathematical-G and Measurement- SPS). Allow students 10 minutes
to work on problem before discussing answers and how they got them. Have a student
share their answer and how they came up with it. Discuss how long a mile is so that
students can visualize how far 5 miles is. (Measurement-SPS)
- Have the student’s sit wit you in a circle and construct the tornado in a bottle. Follow
- Before beginning the experiment have students predict what will happen. (Predicting)
- Complete the Experiment on page 102 in The Kids Book of Weather Forecasting
Have the students watch and then explain what they saw. (Observation and Inferring-
- Discuss that our tornado model is not the same size as a real tornado, and does not do
the same things as a real tornado does. (Science Standard 2.6.2)
- Can you recall a fact about tornadoes or tornado safety? (Knowledge- Bloom).
(Assessment) After the experiment assess students by asking them to each state one
fact they learned about tornadoes or tornado safety. (Verbal-Linguistic- G)
This type of assessment will allow me to hear what students have learned about
By the end of the week, students will have gained valuable knowledge and understanding
of tornadoes and tornado safety