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

1. Multi-Media Project Draft
Severe Weather Unit
Lindsay Marquette and Amanda Knox
aknox
6/10/2011

2. Day 1 Lesson Plan: Introduction to Severe Weather
Phase 3: Learning Objectives:
The purpose of this lesson is to introduce students to the types, importance and hazards of severe
weather. This lesson will help prepare them for a later lesson which discusses the specific features of a
tornado 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 describe
weather and name 3-4 types of severe severe weather and severe weather type
examples 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 about
characteristics of severe weather. severe weather. severe weather.
severe weather
Can access all of the Can find most of the Requires help to locate
Using technology links in the assignments links, but may need the websites. Show
some assistance difficulty in following
the assignment
Showing 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 Strategies
Methods
This lesson begins with a short video clip of an example of severe weather. It begins to build a student’s
basic knowledge on severe weather, its characteristics and potential dangers. Each assignment provides
opportunities for discussions and self-discovery. This lesson includes interaction with websites and
videos. The students can work together in groups to further explore severe weather.
Technology
They types of technology which will support the students in their learning include the internet, video
recordings, and websites. Other tools may include software, art tools, and audio/visual equipment
during presentations. Students will be able to have a review of the tools and technology to help them
prepare for the assignments.

3. Phase 5: Prepare the Instructional Environment
Equipment:
The lesson requires that each student have individual and group access to a computer with an internet
connection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate the
students in turn, to give each student some practice time with the assignments. The teacher will need
to prepare the classroom by turning on each computer and verifying that the internet is working on each
unit. Also, the teacher will need to verify that the lesson links are still active and haven’t been moved
since the lesson was devised.
Phase 6: Evaluate and Revise Integration Strategies
Assignments
This lesson includes a written assignment which reflects the work for each website and video. This
assignment can be graded.
Assessment
A quiz can be given which determines how much of the lesson each student retained. The quiz will focus
on definitions, mastery of concepts and an overall understanding of the types of severe weather.
Observation Scorecard
The teacher can observe the students as they interact with each other. They can also observe how the
student progresses with the internet assignments. A scorecard can help the teacher monitor the results
of each activity.

4. Assignments and Instructional Interactions
Watch 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 Website
http://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 webpage
http://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 Kids
http://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. Sources
YouTube
http://www.youtube.com/watch?v=RgoNJ0CfdSQ&feature=fvst
National Geographic
http://video.nationalgeographic.com/video/player/-
http://video.nationalgeographic.com/video/player/
Severe Storms
http://severestorm.webs.com/whatissevereweather.htm
Weather Wiz Kids
http://www.weatherwizkids.com/

6. Day 2 Lesson Plan: Severe Weather—Tornados
Phase 3: Learning Objectives:
The purpose of this lesson is to show teens an example of how weather can become severe. This lesson
will help prepare them for a later lesson which discusses the problems, social impacts, and potential
solutions 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 define
weather and name features of severe severe weather and severe weather and
examples 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 about
characteristics of a tornado tornado a tornado
tornado
Can access all of the Can find most of the Requires help to locate
Using technology links in the assignments links, but may need the websites. Show
some assistance difficulty in following
the assignment
Showing Application Can demonstrate, Can discuss and classify Needs assistance to
calculate and classify with assistance classify any aspect of
various aspects of tornados
tornados
Phase 4: Design Integration Strategies
Methods
This lesson begins with a lecture which refers to the overview of weather given in Lesson 1. It begins to
build links between general weather knowledge and severe weather. Each assignment provides
opportunities 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”.
Technology
They types of technology which will support the students in their learning include the internet, video
recordings, 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 them
prepare for the assignments.
Phase 5: Prepare the Instructional Environment
Equipment:
The lesson requires that each student have individual and group access to a computer with an internet
connection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate the
students in turn, to give each student some practice time with the assignments. The teacher will need
to prepare the classroom by turning on each computer and verifying that the internet is working on each
unit. Also, the teacher will need to verify that the lesson links are still active and haven’t been moved
since the lesson was devised.
Phase 6: Evaluate and Revise Integration Strategies
Assignments
This lesson includes a written assignment which reflects the work for each website and video. This
assignment can be graded.
Assessment
A quiz can be given which determines how much of the lesson each student retained. The quiz will focus
on definitions, safety rules, and scientific data about tornados.
Observation Scorecard
The teacher can observe the students as they interact with each other. They can also observe how the
student progresses with the internet assignments. A scorecard can help the teacher monitor the results
of each activity.

8. Assignments and Instructional Interactions
Watch a Video
http://www.fema.gov/kids/v_lib.htm
Answer 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 Association
http://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 Map
http://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 Website
http://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. Sources
National Earth Science Teachers Association
http://www.windows2universe.org/earth/Atmosphere/tornado.html
Federal Emergency Management Agency
http://www.fema.gov/kids/tornado.htm
USA Today
http://www.usatoday.com/weather/graphics/tornadoes/flash.htm
Produced by Josh Hatch, Bob Laird, Dave Merrill, Jerry Masemak, and Doyle Rice

10. Day 3 Lesson Plan: Reading Weather Maps
The purpose of this lesson is to help students become familiar with how to read a weather map. This
includes 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
region
Weather 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 less
Weather 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 less
Phase 4: Design Integration Strategies
Methods
This lesson begins with a lecture which introduces the ideas and importance of reading maps. Each
assignment provides opportunities for discussions and storytelling. This lesson includes interaction with
websites and videos. The students can work together in groups to produce a weather forecast for their
assigned state.
Technology
They types of technology which will support the students in their learning include the internet, video
recordings, and websites. Other tools may include software, art tools, and audio/visual equipment
during presentations. Students will be able to have a review of the tools and technology to help them
prepare for the assignments.

11. Phase 5: Prepare the Instructional Environment
Equipment:
The lesson requires that each student have individual and group access to a computer with an internet
connection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate the
students in turn, to give each student some practice time with the assignments. The teacher will need
to prepare the classroom by turning on each computer and verifying that the internet is working on each
unit. Also, the teacher will need to verify that the lesson links are still active and haven’t been moved
since the lesson was devised.
Phase 6: Evaluate and Revise Integration Strategies
Assignments
This lesson includes a written assignment which reflects the work for each website and video. This
assignment can be graded.
Assessment
A quiz can be given which determines how much of the lesson each student retained. The quiz will focus
on definitions, weather terms and weather symbols
Observation Scorecard
The teacher can observe the students as they interact with each other. They can also observe how the
student progresses with the internet assignments. A scorecard can help the teacher monitor the results
of each activity.
Assignments and Interactions
Go 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 town
Group 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.
Sources
Jason Science Education Through Exploration, National Geographic, and SEA Research Foundation
http://www.jason.org/digital_library/246.aspx
Common Weather Symbols and their Meanings
The Weather Center
www.weather.com
The National Center for Atmospheric Research and the National Science Foundation
www.ral.ucar.edu

13. Day 4 Lesson Plan: Societal Impact of Severe Weather-
Tornados
Phase 3: Learning Objectives:
The purpose of this lesson is to show students the societal impact of tornados. This lesson will enable
students 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 describe
coping 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 locate
Using technology links in the assignments links, but may need the websites. Show
some assistance difficulty in following
the assignment
Showing 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 Strategies
Methods
This lesson begins with a power point presentation which provides an overview of the different types of
destruction caused by severe weather using tornados as an example. It begins to build links between
what 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 affected
when faced with the aftermath of a disastrous tornado. Each assignment provides opportunities for
discussions, 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 thorough
understanding of the cause and effect relationship between the development and demise of tornados.
Technology
They types of technology which will support the students in their learning include the internet, video
recordings, and websites. Other tools may include software, art tools, and audio/visual equipment
during presentations. Students will be able to have a review of the tools and technology to help them
prepare for the assignments.
Phase 5: Prepare the Instructional Environment
Equipment:
The lesson requires that each student have individual and group access to a computer with an internet
connection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate the
students in turn, to give each student some practice time with the assignments. The teacher will need
to prepare the classroom by turning on each computer and verifying that the internet is working on each
unit. Also, the teacher will need to verify that the lesson links are still active and haven’t been moved
since the lesson was devised.
Phase 6: Evaluate and Revise Integration Strategies
Assignments
This lesson includes a written assignment which reflects the work for each website and video. This
assignment can be graded.
Assessment
A quiz can be given which determines how much of the lesson each student retained. The quiz will focus
on definitions, safety rules, and scientific data about tornados.
Observation Scorecard
The teacher can observe the students as they interact with each other. They can also observe how the
student progresses with the internet assignments. A scorecard can help the teacher monitor the results
of each activity.

15. Assignments and Instructional Interactions
Watch the Videos:
http://www.youtube.com/watch?v=faUlmT3MYYU&feature=relmfu
http://www.youtube.com/watch?v=uJ5SL2879hU&feature=related
Next, 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 class
Go to the following websites:
http://www.environmentgreen.com/environmental-damage-caused-by-
tornadoes.html?utm_source=twitterfeed&utm_medium=twitter
http://www.bt.cdc.gov/disasters/tornadoes/after.asp
Next, 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.htm
http://thewatchers.adorraeli.com/2011/04/29/the-tornado-damage-scale-in-images/
http://www.spc.noaa.gov/faq/tornado/f0.htm
http://www.spc.noaa.gov/faq/tornado/f1.htm
http://www.spc.noaa.gov/faq/tornado/f2.htm
http://www.spc.noaa.gov/faq/tornado/f3.htm
http://www.spc.noaa.gov/faq/tornado/f4.htm
http://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 provided
Sources
American Psychological Association
http://www.apa.org/helpcenter/tornadoes.aspx
youtube
http://www.youtube.com/watch?v=faUlmT3MYYU&feature=relmfu
http://www.youtube.com/watch?v=uJ5SL2879hU&feature=related
http://youtu.be/GNrmzkvA0Lw
Environmental Green
http://www.environmentgreen.com/environmental-damage-caused-by-
tornadoes.html?utm_source=twitterfeed&utm_medium=twitter
Centers for Disease Control and Prevention
http://www.bt.cdc.gov/disasters/tornadoes/after.asp

17. WRBL News Source
http://www.bt.cdc.gov/disasters/tornadoes/after.asp
The Disaster Center
http://www.disastercenter.com/tornado/fujita.htm
The Watchers
http://thewatchers.adorraeli.com/2011/04/29/the-tornado-damage-scale-in-images/
Scholastic
http://teacher.scholastic.com/activities/wwatch/tornadoes/indepth.htm
National Oceanic and Atmospheric Administration
http://www.economics.noaa.gov/?goal=weather&file=events/tornado&view=costs
PoliticM News Article, Eli Yokley
Will Norton, 18, Killed by Tornado On Way Home from High School Graduation
http://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/Tornados
Phase 3: Learning Objectives:
The purpose of this lesson is to review all of the concepts and facts presented this week. This lesson will
enable students to tie together what they have learned about severe weather and its application to the
tornado.
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 describe
development and 75% or more of the 50%-74% of the more than 49% of the
effects of tornados material presented material presented material presented
Can access all of the Can find most of the Requires help to locate
Using technology links in the assignments links, but may need the websites. Show
some assistance difficulty in following
the assignment
Showing 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 Strategies
Methods
This 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 It
continues to build links between what students have learned about tornados and its relation to severe
weather. 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 assignment
provides opportunities for discussions, use of technology and personal insight. This lesson includes
interaction with websites and videos. The students can work together in groups to further explore and
develop a more thorough understanding of the cause and effect relationship between severe weather
and the development and demise of tornados.

19. Technology
They types of technology which will support the students in their learning include the internet, video
recordings, and websites. Other tools may include software, art tools, and audio/visual equipment
during presentations. Students will be able to have a review of the tools and technology to help them
prepare for the assignments.
Phase 5: Prepare the Instructional Environment
Equipment:
The lesson requires that each student have individual and group access to a computer with an internet
connection. If the lesson is to be completed in the classroom, perhaps the teacher can rotate the
students in turn, to give each student some practice time with the assignments. The teacher will need
to prepare the classroom by turning on each computer and verifying that the internet is working on each
unit. Also, the teacher will need to verify that the lesson links are still active and haven’t been moved
since the lesson was devised.
Phase 6: Evaluate and Revise Integration Strategies
Assignments
This lesson includes a group project where students will be asked to create and present to the class a
PowerPoint presentation recapping this week’s material. Students will also complete a comprehensive
test. This test will cover the definitions, concepts and ideals presented this week.
Assessment
Students will be graded both individually and as a group on their performance according to the
assignment guidelines to be distributed. Students will also be graded on their mastery of the content
covered.
Observation Scorecard
The teacher can observe the students as they interact with each other. They can also observe how the
student progresses with the internet assignments. A scorecard can help the teacher monitor the results
of each activity.

20. Assignments and Instructional Interactions
http://www.youtube.com/watch?v=CoJP_3i9iEs
Watch 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?