ASSURE Tornadoes Overview As a team, we firmly believe in the inclusion of various forms of technology in the instruction of students with multiple needs. We decided to choose tornadoes as the topic for our unit because we thought it is a complicated concept to grasp. Within our unit, we have outlined four different subjects for instruction. These subjects include guided reading, writing, social studies, and science. Technology can be extremely useful when intertwined within a variety of subjects in order to allow the student to succeed and reach their maximum potential. The goal of our unit is to expand on our students’ prior knowledge of cloud formation, and incorporate new concepts regarding tornadoes through the use of technology. At the end of the unit, we aspire to maximize our student’s learning potential by integrating technology in our various classroom activities. Due to the fact that tornadoes are a difficult concept to grasp, it is our goal to alleviate the complexity of these lessons through the use of integrated technology. Analyze Learners General Characteristics When creating our hypothetical classroom, we chose to have a fifth grade self-contained classroom that consists of sixteen students, nine males and seven females, ranging from the ages of ten to eleven. All of these students portray mild learning disabilities. These disabilities include learning disabilities such as: Attention Deficit Hyperactive Disorder (ADHD), Attention Deficit Disorder (ADD), dyslexia, dysgraphia, dyspraxia, dyscalculia, and auditory and visual processing disorders. Our classroom is multicultural and consists of five African American students, three HIspanic students, and eight Caucasian students. Two of these students receives free or reduced lunch due to their economic status. Specific Entry Competencies A prerequisite to teaching this unit, involves being able to read and follow simple instructions. This is a crucial component in implementing all four lesson plans within this unit because the lesson plans incorporate and expect mastery of the ability to follow simple instructions or directions. Prior to teaching this unit, we expect our students to come to class knowing and understanding the regions of the United States, cloud formations, and warm and cold fronts. We believe that it is important for our students to master and understand these concepts because they will be connected and associated with the topic of tornadoes. Also, we expect our students to be able to adequately use various types of technology, including the Internet, computers, iPads, and the Smartboard. Learning Styles

Our students learn best using multiple forms of instruction. We tend to focus on using various amounts of visuals to foster our student’s academic performance. We decided to implement interactive websites that students can use as a resource to support their learning. These interactive lessons are used withing three out of the four lessons in the overall unit. Our students are very motivated by using the Smartboard. They enjoy completing hands-on activities and being able to use multiple means of expression by incorporating technology into the classroom. Other resources that our students use include multiple means of representation, interactive websites, and videos. State Standards and Objectives 15 Points

Lesson Objectives Illinois Learning Standards

ISTE NETS*S

Lesson 1 Objective 1:

- Given the text Tornadoes and guided reading strategies, students will verbally identify unfamiliar vocabulary words in the text.

Objective 2 - Given the text and

interactive website, students will be able to identify and verbally explain the definition of vocabulary words and the text-to-world connection of each word.

Objective 3 - Given the Tornadoes

Vocabulary Sheet, students will write the definitions and

CC.5.R.I.7 Integration of Knowledge and Ideas: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

ISTE NETS*S 3.B.: Students will locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

text-to-world connections during guided practice, group interactions, and independently.

Lesson 2 Objective 1

- When given a six-sentence scenario, students will be able to form one sentence responses based on the information found in the reading and safety precautions that has been previously presented in the book, Tornadoes.

Objective 2 - When given six-

sentence paragraph and a writing prompt, students will be able to summarize the reading by typing a five to six sentence response.

Objective 3 - When given a six-

sentence scenario, students will be able to verbally discuss the relationship between the scenario and information that has been previously discussed in the

CCSS.ELA-LITERACY.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

NETS 1.A Apply existing knowledge to generate new ideas, products, or processes.

book, Tornadoes.

Lesson 3 Objective 1:

- Given an opportunity to collaborate with peers, students will work together to determine their prior background knowledge during a Think Pair Share activity within five minutes.

Objective 2 - Given a Website

Exploration worksheet, students will be able to work with a partner and reference the website to answer a series of search and find questions and higher level thinking questions.

Objective 3 - Given, a map and a

series of questions, students will use their resources and independently take the knowledge they know and apply to the worksheet.

ISBE.SS.17.A.2b: Use maps and other geographical representations and instruments to gather information about people, places, and environments.

ISTE.5.B: Students will exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

Lesson 4 Objective 1

- The students will

RST.6-8.1 - Students will cite specific textual evidence to support

ISTE.4.C: Students use critical thinking skills to plan and conduct research,

create a tornado in a bottle following the instructions on the ‘Build Your Own Tornado’ worksheet by the end of the class period.

Objective 2 - The Students will

complete the ‘Tornado In a Bottle’ worksheet to the best of their ability by the end of the class period.

Objective 3 - The students will use

technology provided in class to watch a video on how tornadoes are formed to answer the questions on the ‘Tornado In a Bottle’ worksheet by the end of the class period.

analysis of science and technical texts.

manage projects, solve problems, and make informed decisions using appropriate digital tools and resources to collect and analyze data to identify solutions and/or make informed decisions.

Select Strategies, Technology, Media, and Materials Discuss what instructional strategies/methods, technology, media, and materials are used in the unit as a whole. Provide the following sections. o Methods – What instructional strategies/methods will you use in this unit? Explain why these are appropriate methods for addressing your objectives based on the learner analysis. o Media – Which media will help your students achieve the objectives? Why? o Materials – What materials will you and your students need for this lesson? How will they help your students achieve the instructional objectives? Address your discussion on methods, media, and materials according to each lesson in your thematic unit following the format below.

Lesson 1 Methods: I decided to use guided reading as my primary method to provide students with a deeper understanding of the text as well as of unfamiliar vocabulary words and associated concepts. The lesson will be taught in whole group instruction and students will also work in small groups as well as independently. A vocabulary sheet will be provided for each student to teach and reinforce unknown vocabulary words. Guided reading and reinforced vocabulary instruction is crucial for students with learning disabilities because these strategies support comprehension, fluency, and word recognition skills to name a few. Media: The website I chose will help students achieve the objectives through the descriptions of tornadoes and the interactive features provided. I chose this website as a resource for this lesson because it allows students to actively engage concepts that they read about in Tornadoes and visualize concepts that can be abstract without visual representation. Materials: The primary materials in my lesson include the text (Tornadoes by Gail Gibbons), the vocabulary sheet, and laptops to access the interactive website. I decided to provide a vocabulary sheet as a form of assessment to allow students to demonstrate the ability to write out the definition of each vocabulary word as well as the text-to-world connections each word holds.This not only expands the students’ vocabulary, but also allows them to gain a deeper understanding of the text as well as the interactive website as a resource.

Lesson 2 Methods: This lesson will be taught through whole class instruction. To introduce this lesson to the students, I will review the book Tornadoes, by Gail Gibbons. The students will have read this book prior to the writing activity. I will review content from the book to activate prior knowledge and to prepare students for the upcoming activity. After reviewing the book, I will read the directions and the scenario to the class. Next, I will model how to complete the first question on the worksheet. Students will be able to visually see my demonstration as I am typing via Google Classroom. After modeling the first question, I will use guided practice to complete the second question; therefore, I will ask students in the class to assist me with answering the question. After the guided practice is complete, students will complete the following four questions independently. In addition, students will type a five to six sentence summary response regarding information from the reading. Media: Technology is an essential component for the implementation and completion of this lesson plan. Since the students will be typing their six-question worksheet and one summary response, it is critical that each student is provided

with a computer to use. Ideally, this lesson plan would be conducted in the school’s computer lab to ensure that every student has a computer to use. While on the computer, students will access the activity through their Google Classroom accounts. The teacher will upload the activity to Google Classroom and each student can access it through his or her own personal account. When the teacher is modeling how to complete the first question on the worksheet, students can see her work on their own computer. When the students complete the activity, they can submit their work on Google Classroom! This alleviates the stress and complication of grading individual papers because all of the assignments are submitted in one place. Materials: Throughout this assignment, students will utilize a variety of materials. These materials include: The book, Tornadoes, by Gail Gibbons, a computer for every student and the teacher (essentially in the computer lab), Google Classroom, worksheet and summary prompt posted on Google Classroom, and the Internet. Google Classroom is not accessible without an internet connection!

Lesson 3 Methods: During my lesson, I will be mostly be using small group instruction along with occasional whole-group discussions. I decided to focus on students working in small groups because it fosters social interactions and it is easier to differentiate and individualize instruction. I will use videos and websites as visuals supports to provide my students with different means of representation for students with different learning styles. By researching the different areas in which tornadoes occurs using a map, a student can understand where tornados occur in comparison to where they live. This idea will enhance a student’s ability to compare more than two objects or concepts. Media: During my lesson, I will use various types of media to engage and motivate my students. For example, the students will work together using the Internet to explore a website that is provided along with directions on how the access the desired materials. On the webpage, there is the map that outlines the amount of tornadoes that occurred between 1950 and 1995 located in each state. The interactive website url is images.ibsys.com/sh/nationalContentInteractives/badweather/tornado_blue.swf. Also, students will be watching a short Youtube click that briefly explains what tornado alley is and provides extreme footage. The Youtube link for the video is https://www.youtube.com/watch?v=4G3r6o2eTSw.  

Materials:While analyzing and exploring the website that is provided, students will be completing a worksheet that guides them through the website. For example, a question on the worksheet could includes simple search and find questions such as, “On average, what three states has had the most tornadoes between 1950-1995? Other materials include certain types of technology, such as a SmartBoard, iPads, computers, and videos. These materials will be used to foster a student’s comprehension of tornadoes through the integration of technology. Next students, will be required to independently complete a map along with a set of questions that go hand in hand. The student will use their background knowledge, the book Tornadoes, and the website to answer the questions on the worksheet provided. Finally, the special education teacher will be completing an assessment while briefly conferencing with each student.While conferencing or simply have a discussion with a student, the teacher will evaluate the number of facts a specific student was able to recall after the lesson is complete.

Lesson 4 Methods: To aid in the students learning style, I will be implementing a few instructional strategies to maximize learning. First, technology will be involved, such as the SMARTboard and iPads, to view videos that will help the students further their understanding on the formation of tornadoes. They will also watch an instructional video on how to make a tornado in a bottle to visually see and understand the steps to finish this objective. Finally, hands on activities will occur throughout this lesson. The students will be following instructions to build their own tornado in a bottle to get a better idea of what tornadoes look like. Media: The media that will help the students achieve the objectives is two videos provided by the teacher from the website YouTube.com. These videos will be used as instructional materials to aid in the completion of the objectives. Materials: The materials needed in order for the students to meet the instructional objective are as follows: ‘Tornado In a Bottle’ worksheet, ‘Build Your Own Tornado’ worksheet, iPads, SMARTboard, pencils, crayons or colored pencils, water, clear plastic bottle with cap, dishwashing liquid soap, blue food coloring, glitter, ELMO, and two YouTube.com videos (https://www.youtube.com/watch?v=IF2ZByWaUMI, https://www.youtube.com/watch?v=7bHSS1ImFQI) All of these materials will aid in the completion of the objectives for the students because they will allow the students to visually see what needs to be done. The technology will allow personal level of support for the students by allowing them to

rewatch the videos on their iPads if they need to. Also, the teacher will be able to utilize the SMARTboard and ELMO to show the students how the teacher has completed the objectives.

Utilize Technology, Media and Materials

Lesson 1 Preview Technology, Media, and Materials: I will preview the technology, media, and materials by first introducing the interactive website prior to reading the text. This will provide students with a basic understanding of the concepts and terms that involve tornadoes. Previewing the website before students interact with it on their own will also ensure that they use the website correctly and efficiently by utilizing the interactive features provided. I will also preview the book by asking students pre-reading discussion questions, such as, “does anyone know what this book is about?” to activate background knowledge and pique interest. I will also tell students that they will be completing a vocabulary sheet as a class, in small groups, and independently as well. Prepare Learning Environment: To prepare the learning environment, I will ensure that the technology is functioning properly and ready to be accessed when appropriate. In doing so, I will make sure that the SMARTboard is working and has the website open and ready to be used. I will also make sure that each of the 4 laptops is working with the website open or bookmarked so that students are not wasting time trying to access the website. I will ensure that I have at least 16 copies of the Tornadoes Vocabulary Worksheet and provide extra writing utensils in case students need them. Prepare Learner: In preparing the learner, I will activate background knowledge by asking pre-reading discussion questions such as, “what is a tornado?” and “has anyone here ever experienced a tornado?” This will allow students to not only reference prior knowledge of tornadoes but also any personal connections that may exist, which strengthens background knowledge of the topic. I will also make sure students understand how to use the website by asking clarifying questions so that students are using the full time of the class efficiently. I will explain the concept of text-to-world connections using the question, “why is this term important in the real world/my own life?” and ask students if they understand before starting the Tornado Vocabulary Sheet.

Lesson 2 Preview Technology, Media, and Materials: I will introduce the technology and media materials by reviewing how to access Google Classroom. I will do this by verbally stating the steps and ensuring that all students are properly logged on before beginning the lesson plan. When modeling how to complete the first question on the worksheet, I will remind students that they can visually see the work I am composing on their own computer because all of the assignments are linked to one primary account. Prepare Learning Environment: Technology is an essential component for the implementation and completion of this lesson plan. Since the students will be typing their six-question worksheet and one summary response, it is critical that each student is provided with a computer to use. In order to appropriately prepare the learning environment for this lesson, I will schedule a date for our classroom to visit the school’s computer lab. This will ensure that all of the students have access to a computer during the time of the lesson. Prepare Learner: Properly preparing the learners for this writing activity is a primary component of the activity. First, students will review information that was previously discussed in the book, Tornadoes. This will help students activate prior knowledge about the reading. Next, students will review how to access their writing activity in Google Classroom. When all students have logged on to their Google Classroom accounts, the teacher will model how to complete the first question on the worksheet. By modeling how to complete the first question, the teacher is preparing the learners to complete the assignment on their own. When the first question is complete, the teacher will use the second question to conduct a whole-group guided practice. This allows students to interact with the assignment while still receiving instruction on the activity. To further prepare all learners for this activity, the teacher will encourage students to ask questions that relate to the assignment. When all questions have been answered, students will independently complete the rest of the writing activity. These various steps that prepare the learners for the writing activity will ensure that necessary assistance and support is provided to all students before beginning the assignment independently.

Lesson 3 Preview Technology, Media, and Materials: I will preview the technology, media, and materials by introducing the interactive website that the students will be using to complete their ‘Website Exploration Worksheet’ prior to having students work in small groups. This will allow students to focus on completing the task during the activity rather than asking various

questions in regards to how to complete the activity. Also, it is important to evaluate the media that is being used in the classroom to make sure all the information is age and school appropriate. Also, I will preview the media by introducing tornado ally using a Youtube clip at the beginning of my lesson. This will allow students to understand what a tornado is really like as well as motivate the students to learn. Prepare Learning Environment: To prepare the learning environment, I will make sure desks are already placed in groups of two. Regarding technology, I will make sure all necessary technological materials are fully charged, calibrated, and ready for use. These devices include, iPads, computer, and SMARTboards. Since we will be using an interactive website as well as various Youtube clips, I will make sure these resources are already located, downloaded, and placed on different Internet tabs ready for use. This is important that way this preparation will not take time away from student instruction. Prepare Learner: To prepare the learner, I will review the book Tornadoes by Gail Gibbons. I will review this book by asking simple questions to activate the student’s background knowledge. It is essential to activate a student’s background knowledge in order for them to make personal connections. This benefits the student because when making personal connections it is easier to learn and keeps them actively thinking and engaged. An individual’s ability to understand increases when they already know something about a specific topic. There are a number of ways to activate a student’s background knowledge. Existing background knowledge is a critical component for comprehension. Within the first couple minutes of class, I will provide my students time to get settled in and retrieve their iPads from the iPad cart located in the corner of the room. Also, when preparing my learners for a particular lesson I will provide them with a simple agenda outlining what we will being doing for that specific lesson.

Lesson 4 Preview Technology, Media, and Materials: I will preview the technology used in this lesson by obtaining the youtube.com video link for each video on the SMARTboard and on each of the student’s iPads. The students will only have to open the YouTube App, go to favorite, and click play in order to view the videos. I will also show the students the list of words that they can use to answer the questions on the ‘Tornado In a Bottle’ worksheet that will be shown on the SMARTboard using the a list shown by the ELMO. Prepare Learning Environment: In order to prepare the learning environment, I will make sure that all of the devices that are going to be used are charged and ready for use. Also, I will save the two videos being watched on YouTube.com under the favorites so that they can quickly and efficiently open the videos on their iPads to view them. I will also make sure the videos are pulled up on the SMARTboard as well as make sure the ELMO is connected and registering to the SMARTboard. Finally, I will set up a table in the back of the room that has all of the materials needed set up so the students can quickly and promptly create their tornado in a bottle. Prepare Learner: In order to prepare the students for the lessons, I will have them review the Tornadoes book written by Gail Gibbons in small groups of 3 or 4 before the lesson begins. This will bring out background knowledge of information previously learned about tornadoes. I will also have them take their iPads out and get them ready for the lesson as soon as they walk into the room. As the students are in their groups, I will ask them questions about tornadoes in order to spark discussion between the students.

Require Learner Participation

Build on student prior knowledge

Accommodate

to individ

ual differences

Develop student

metacognitive skills

Engage students

in social

interactions

Provide

students

with a

realistic

Provide students opportunities to practice

Provide

students

with feedback

context

Lesson 1

X X X X X X X

Lesson 2

X X X X X X

Lesson 3

X X X X X

Lesson 4

X X X X

Evaluate and Revise 30 Points

Objective

Assessment Method

Lesson 1 Objective 1 Given guided reading, students will be able to identify and verbally state unfamiliar vocabulary words from the text. Assessment will occur through teacher observation and documentation of any words not included on the Tornadoes Vocabulary Sheet that require additional instruction.

Lesson 1 Objective 2 Given group discussion, students will be able to identify and verbally explain the definitions and text-to-world connections of each unfamiliar vocabulary word. Assessment will occur through teacher observation of group discussion.

Lesson 1 Objective 3 Given a Tornadoes Vocabulary Sheet, students will be able to write the definitions and text-to-world connections on the

Tornadoes Vocabulary Sheet during guided practice, group interactions, and independently. Assessment will occur through a written document (Tornadoes Vocabulary Sheet) that demonstrates student understanding of the vocabulary definitions and concepts.

Lesson 2 Objective 1 When given a six-sentence scenario, students will be able to form one sentence responses based on the information found in the reading and safety precautions that has been previously presented in the book, Tornadoes.

Lesson 2 Objective 2 When given six-sentence paragraph and a writing prompt, students will be able to summarize the reading by typing a five to six sentence response.

Lesson 2 Objective 3 When given a six-sentence scenario, students will be able to verbally discuss the relationship between the scenario and information that has been previously discussed in the book, Tornadoes.

Lesson 3 Objective 1:

When given a Website Exploration worksheet, students will be able to reference a website to answer four out of five search and find questions as well as one out of one higher level thinking question. The assessment procedures will occur through written documentation (Website Exploration Worksheet) that demonstrates the ability to explore and find the answers using provided resources as well as think critically.

Lesson 3 Objective 2:

When given a map and a series of questions, students will independently use the book Tornadoes, the website, and their prior knowledge to complete the provided map and answer four out of the five questions correctly. The assessment procedure will occur through written documentation (Map & Tornado Alley Questions). This written documentation demonstrates the student’s abilities to work independently and compare more than two objects or concepts.

Lesson 3 Objective 3: When given three minutes to meet briefly with the teacher,

students will retell four or more facts that they have learned about tornadoes. Assessment procedures will be implemented through teacher observations during teacher and student conferences.

Lesson 4 Objective 1 The students will create a tornado in a bottle following the instructions on the ‘Build Your Own Tornado’ worksheet by the end of the class period. In order to assess this objective. The teacher will check off each students ‘Build Your Own Tornado’ worksheet stating that the student completed all the instructions correctly.

Lesson 4 Objective 2 The Students will complete the ‘Tornado In a Bottle’ worksheet to the best of their ability by the end of the class period. In order to assess the students, the teacher will collect the ‘Tornado In a Bottle’ worksheet and analyze what each student drew for their picture and what they wrote for each answer to the questions.

Lesson 4 Objective 3 The students will use technology provided in class to watch a video on how tornadoes are formed to answer the questions on the ‘Tornado In a Bottle’ worksheet by the end of the class period. In order to assess this objective, the teacher will look for keywords provided on the SMARTboard stating the keywords used in the video and the “Tornado” book for an accommodation for the students.

o Evaluation of Media and Methods

We believe that it is important to evaluate technology before incorporating it into a unit. Therefore, we chose to use the assessment tool known as the Software/ App Evaluation rubric. Using the rubric, we will evaluate each one of the four lesson plans and evaluate the software in seven different aspects. These aspects include content, documentation and support, ability levels, assessment, technical quality, and ease of use and access. After evaluating each piece of technology, we can analyze the results to determine if the software is beneficial to use in the unit. o Evaluation of Overall Instruction

We strongly believe in utilizing various forms of evaluation when assessing our overall instructional performance. We feel that it is essential to use numerous methods of evaluating our overall instruction in an effort to effectively assess our performance as teachers. In order to

improve our teaching abilities, we need to review our current skills and work on areas of weakness. Our methods of evaluating our overall instruction are as follows: Self assessment sheets, lesson plan assessments, presentation evaluation forms, video recording of our lesson plan, and constructive feedback from colleagues. o Revision

After administering our lesson plans to each other, we evaluated one another on our overall performance. We believe it is important to evaluate each other in order benefit ourselves and our students. It is beneficial for our students in order for them to reach their maximum potential. We mostly provided each other with constructive feedback. We learned that it is important to be very explicit, especially for students with disabilities. Also, we learned that it is crucial to ask questions in order to stretch the student’s thinking. Asking higher level thinking question will in fact foster a student’s comprehension skills. Finally, we learned that it is important to incorporate different types of technology. The use of technology can promote and encourage all different learning styles. After evaluating each other, we make a couple revisions. We wanted to focus on working in small groups rather than large groups. We thought this type of instruction would be more beneficial for our students. We believed that this was important because small group instruction makes it easier when differentiating instruction and tailoring instruction to meet a student’s strengths and needs.

Lessons

Lesson Plan 1- Olivia Mayszak

I. Type of Lesson – Reading Comprehension Lesson Tornadoes by Gail Gibbons

II. Information about the Class

A. Fifth Grade self-contained classroom B. Age 10-11 C. 16 students

1. 9 males 2. 7 females

1. Caucasian: 8; African American: 5; Hispanic: 3 2. Free/Reduced lunch: 2

D. Students have learning disabilities such as: Attention Deficit Hyperactive Disorder (ADHD), Attention Deficit Disorder (ADD), dyslexia, dysgraphia, dyspraxia, dyscalculia, and auditory and visual processing disorders.

III. Objectives and Assessment Plans

A. Lesson Objectives

Objective #1 - Given the text Tornadoes and guided reading strategies, students will verbally identify unfamiliar vocabulary words in the text.

Assessment Plan for Objective #1 – As the teacher is reading Tornadoes aloud; the teacher will stop at various points in the story and prompt students to choose words to fill out and analyze in groups in the vocabulary sheet provided.

Objective #2 - Given the text and interactive website, students will be able to identify and verbally explain the definition of vocabulary words and the text-to-world connection of each word.

Assessment Plan for Objective #2 – Students will be able to determine and verbally explain the definitions and text-to-world connections of unfamiliar words by using knowledge and understanding gained in the story as well as the interactive website.

Objective #3 - Given the Tornadoes Vocabulary Sheet, students will write the definitions and text-to-world connections during guided practice, group interactions, and independently.

Assessment Plan for Objective #3 – Students will be able to write the definitions and text-to-world connections of unfamiliar words by using knowledge and understanding gained in the story as well as the interactive website.

B. State Standard

CC.5.R.I.7 Integration of Knowledge and Ideas: Draw on information from multiple print or digital sources, demonstrating the

ability to locate an answer to a question quickly or to solve a problem efficiently C. ISTE NETS*S Standard

ISTE NETS*S 3.B.: Students will locate, organize, analyze, evaluate, synthesize,

and ethically use information from a variety of sources and media. IV. Materials

A. Book/Text: Tornadoes by Gail Gibbons

B. Technology – Website http://www.curriculumbits.com/prodimages/details/geography/Tornadoes.swf

C. Supplies Computer with Internet access SMARTboard 4 Laptops with Internet access Vocabulary Sheet (attached) Writing utensils

D. Additional modification materials Definition slips: Students who struggle with processing and memory can utilize definition slips to match the definitions to the appropriate vocabulary word and write down the definition in the appropriate spot.

V. Grouping Techniques Students will have the opportunity to work in small groups to analyze and evaluate vocabulary words that students encountered in the book or website. Students will also have the opportunity to work independently on the Text-to-World Connection portion of the vocabulary sheet using knowledge gained from the text as well as a interactive website. The class will also gather as a whole to discuss vocabulary meanings and Text-to-World Connections. VI. Procedures

A. Introduction – Can serve one or more of the following purposes:

Build background knowledge

1. Introduce Tornadoes a. What do you think this book is about?

Set purpose(s) 2. Explain that the class will listen as the teacher reads Tornadoes aloud and stop at various points in the book to find new vocabulary that will allow students to discover what the meaning of the story is.

Pique interest 3. Introduce interactive website and briefly go through the sequence of the site, paying attention to the last page that features the interactive simulation. Explain to students that they will get to meet in groups of 4 to analyze the new vocabulary they have found and interact with the website on their own. Then, students will meet with their color groups again to share their findings. B. Lesson Steps

1. Introduce Tornadoes to the class.

a. Ask: What do you think this book is about? 1. Allow for response/discussion

b. Ask: What is a tornado? 2. Allow for response/discussion

c. Ask: Does anybody know how a tornado forms? 3. Allow for response/discussion

d. Ask: Has anyone here experienced a tornado? 4. Allow for response/discussion

e. I am going to read Tornadoes out loud. We will stop at various parts of the story to find unusual vocabulary words that we will write in the vocabulary chart. I will fill out my own chart projected on the board and you will fill out your own vocabulary chart. We will fill out all the information for the first few words together. Then I will have you fill out the rest of the chart in your color groups. These words will help us discover the meaning of the story. f. Once we are done reading the story, you will meet in your color groups to fill out the rest of the vocabulary chart with each other and use laptops to access a tornado website.

2. Read Tornadoes to the class

a. Stop at various points in the book to identify and analyze vocabulary together b. EXAMPLE:

i. Stop on page and ask: Are there any unusual words that might be important for our vocabulary chart?

ii. Vocabulary word: severity iii. Word in context: It is important to assess the severity of the

tornado. iv. Definition: harshness, intensity

v. Text-to-World Connection: The Fujita scale determines the severity of a tornado.

vi. Why is this important? It is important to understand what the severity of a tornado means as well as its real world context.

3. Prompt students to meet with their color groups (4 students per group) in designated areas to continue to fill out vocabulary chart using website

a. Now, you will meet with your color groups to continue filling out your vocabulary chart. If you forgot which color group you are in, look at your nametag on your desk and the color dot next to your name shows you which color group you are in. You will fill out the definition and Text-to-World Connection sections of your vocabulary chart. You can fill out the definition section together but I want you to fill out the Text-to-World Connection sections by yourself. When filling out the Text-to-World Connection, remember to ask yourself, what is important about this word in the real world/my own life? b. You will notice that some of the vocabulary words were not explained in the book. Each group will get a laptop in order to access the website and fill in any other words that remain on your vocabulary sheet.

C. Closure – In assigned color groups, each group will provide an answer for the vocabulary word they were assigned to share it with the class. After each group shares, the teacher will guide discussion of Text-to-World Connections as a group. This allows for all of the students to actively participate in small group discussion as well as with the class all together.

Teacher: Meghan Manley

Lesson Two: Seeking Shelter Teacher: Meghan Manley Grade: Fifth Curriculum: Writing · Illinois State Standard: CCSS.ELA-LITERACY.W.5.2 Write information/explanatory texts to examine a topic and convey ideas and information clearly. · National Educational Technology Standard: NETS 1.A Apply existing knowledge to generate new ideas, products, or processes. Objectives: · Objective One: When given a six-sentence scenario, students will be able to form one sentence responses based on the information found in the reading and safety precautions that has been previously presented in the book, Tornadoes. · Objective Two: When given six-sentence paragraph and a writing prompt, students will be able to summarize the reading by typing a five to six sentence response. · Objective Three: When given a six-sentence scenario, students will be able to verbally discuss the relationship between the scenario and information that has been previously discussed in the book, Tornadoes. Instruction: During this lesson, the students will learn how to draw information out of a text and summarize the reading. This activity will focus on the students’ comprehension skills and abilities to summarize readings. The students will be able to use the safety precautions that are presented in the book, Tornadoes, and apply that information to the scenario that is provided on the worksheet. The lesson will be conducted as follows: 1. Review information that was previously discussed in the book, Tornadoes 2. Ask students to go to a computer in the classroom and logon to Google Classroom 3. Ask students to open the writing activity in Google Classroom 4. Read the directions to the class 5. Read the scenario to the class 6. Model how to complete the first question on the worksheet in Google Classroom 7. Use guided practice to have the class answer the second question as a group 8. Encourage students to ask questions about the activity before beginning work 9. When all questions are answered, students will work on the activity on their own 10. Students will submit their work on Google Classroom Assessment:

Students will be assessed based on their worksheet and summary submission on Google Classroom. Worksheet questions will be graded on accuracy. The summary assignment will be mildly graded on relativity to the scenario, sentence structure, and summary length. The assignment will be out of a total of ten points, six points for the questions and four points for the summary. An assessment sheet is provided below. Materials: Throughout this assignment, students will utilize a variety of materials. The materials are as follows: 1. The book, Tornadoes, by Gail Gibbons 2. Computer for every student and the teacher (essentially in the computer lab) 3. Google Classroom 4. Worksheet and summary prompt posted on Google Classroom 5. Internet Technology: Technology is an essential component for the implementation and completion of this lesson plan. Since the students will be typing their six-question worksheet and one summary response, it is critical that each student is provided with a computer to use. Ideally, this lesson plan would be conducted in the school’s computer lab to ensure that every student has a computer to use. While on the computer, students will access the activity through their Google Classroom accounts. The teacher will upload the activity to Google Classroom and each student can access it through his or her own personal account. When the teacher is modeling how to complete the first question on the worksheet, students can see her work on their own computer. When the students complete the activity, they can submit their work on Google Classroom! This alleviates the stress and complication of grading individual papers because all of the assignments are submitted in one place.

ASSURE MODEL LESSON PLAN 3

By: Kelly Sullivan

§ Lesson One: Welcome to Tornado Alley

§ Grouping Techniques: As a class we will discuss and define Tornado Alley using many visuals. After

the discussion, students will work in small groups to explore a website that is provided. During most of

the lesson, students will work in small groups and occasional work as a whole group when reporting back

or sharing ideas. Also, students will be working independently when completing another worksheet.

Students will be accommodated depending on their individual differences by using multiple means of

expression. For example, a student can verbalize or visually represent their assessment as an alternative to

writing.

§ Procedures

o Introduction

When introducing tornado ally, I will show a YouTube video portraying the intensity of a tornado. The

url is https://www.youtube.com/watch?v=4G3r6o2eTSw. Also, I will define tornado ally as an area where

there is a high tornado occurrence during the months of January, February, and March.

o Lesson Steps

Day One:

1. Activate the student’s prior knowledge by having a brief discussion regarding tornado ally. The

discussion will be implemented using a Think Pair Share activity. I will begin the lesson with a Think

Pair Share activity. I will begin by verbally asking the students to think and record two facts they already

know about tornado alley. After giving the students a minute or two to generate known facts, students will

be divided into small groups of two and share with their partner their thoughts. Finally, each group will

report back to the whole group and share and discuss their known facts. After the discussion, students will

work in small groups to explore a website that is provided. After, the activity is complete, I will provide

my students with a brief explanation of what Tornado Alley is.

2. I will provide students with the purpose of this lesson. The students will learn how to draw

information out of the text in order to complete this activity. Also, the students will become aware of

where Tornado Alley exists in comparison to where they live.

3. The students will use a website

(http://images.ibsys.com/sh/nationalContentInteractives/badweather/tornado_blue.swf) to complete a

worksheet that goes hand in hand with the website. They will be directed to use the website map to

explore tornadoes by state. They can use the mouse to scroll over each state and discover on average how

many tornadoes occurred from 1950-1995 in each state. While exploring the website, students will follow

directions and complete a worksheet asking simple questions, such as “ What three states on average had

the most tornados between 1950-1995?”

Day Two:

1. The lesson will begin with a review of what was discussed and learned the previous day. Students will

use their resources, including the book, Tornadoes, website, worksheet, and background knowledge to

complete a post-assessment. This assessment will take the form of an independent in-class activity.

During the activity students will be directed to complete a map of the United States by shading and

placing symbols in required areas on the map. On the following page, students will answer a set of

questions using their knowledge, website, and text (Tornadoes).

2. As a wrap up activity, I will go around the room and briefly conference with each student for

approximately two to three minutes. Within this timeframes, students will be asked to recall four or more

facts that they have learned through the use of technology about tornadoes.

§ Closure

§ The students will be directed to submit their work, turn off their iPads, and return it back to the iPad

cart by row.

§ A student-lead discussion will take place and involve the main characteristics of tornado alley as well as

possible disadvantages of living in those areas. If warranted extra time, the teacher can show the class

other videos involving tornados.

Tornado Alley Questions

Directions: Answer the questions below using the knowledge you have gained from exploring the

website. After accessing the website, click on “Tornadoes by State” to answer the questions. Use the

navigational tool to access different aspects involved in a tornado.

1. On average, what three states have had the most amount of tornados from 1950 to 1995?

_____________________________________________________________________________________

_________________________________________________________________________________

2. On average, what three states have has the least amount of tornadoes from 1950 to 1995?

_____________________________________________________________________________________

_________________________________________________________________________________

3. During a tornado if there is no basement, where should an individual go and why?

_____________________________________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________________________

4. All together, how many TOTAL tornadoes have occurred within the United States of America from

1950-1995?

___________________________________________________________________________________

Higher Level Thinking Question

5. Why do you think fewer tornadoes have occurred on the western and eastern coast of the United States

of America?

_____________________________________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________________________

TORNADO ALLEY MAP

Directions:

1. Place a red star in the state where we live.

2. Shade parts of the map where Tornado Alley exists.

3. Make sure to answer the questions on the back.

Tornado Alley/ Map Questions

Directions: Answer the questions below using the knowledge you have gained from reading the book,

Tornadoes, and exploring the website.

1. What is Tornado Alley?

_____________________________________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________________________

2. List the states that are located within Tornado Alley.

_____________________________________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________________________

3. In the majority of this area, what three months out of the year do most of the tornadoes occur?

_________________________, ____________________________, and

___________________________.

4. In the state of Florida, what three months out of the year do most of the tornadoes occur?

_________________________, ____________________________, and

___________________________.

5. The United States have about __________________ tornadoes a year, more than any other country.

ASSESSMENT SHEET

(Teacher use only)

ASSURE Lesson Plan #4:Build Your Own Tornado By: Kyle Kukulski

Learning Standard: RST.6-8.1 – Students will cite specific textual evidence to support analysis of science and technical texts ISTE.4.c – Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources to collect and analyze data to identify solutions and/or make informed decisions. Students’ Present Level of Performance: The students in the class know and understand the different weather patterns that happen throughout the United States and understand warm and cold fronts. They also know the names of different types of cloud formations and the weather involved with each cloud formation. The students also know what a tornado is and why and how they form. Finally, the students have read the “Tornadoes” book written by Gail Gibbons. Lesson Objective: Objective One: The students will create a tornado in a bottle following the instructions on the ‘Build Your Own Tornado’ worksheet by the end of the class period. Objective Two: The students will complete the ‘Tornado In a Bottle’ worksheet to the best of their ability by the end of the class period. Objective Three: The students will use technology provided in class to watch a video on how tornadoes are formed to answer the questions on the ‘Tornado In a Bottle’ worksheet by the end of the class period. Assessment Plan: In order to assess the students’ knowledge of the lesson, they will be graded on what they draw for the picture and what they answer for the two questions on the ‘Tornado In a Bottle’ worksheet. Also, they will be assessed on if they create their own tornado in a bottle using the instructions from the ‘Build Your Own Tornado’ worksheet. The student will initial each student’s instructional worksheet to show that they have completed the hands on activity. Materials: ‘Tornado In a Bottle’ worksheet, ‘Build Your Own Tornado’ worksheet, ‘Critical Words About Tornadoes’ Worksheet iPad, SMARTboard, Pencils, Crayons or Colored Pencils, water, clear plastic bottle with cap, dishwashing liquid soap, blue food coloring, glitter, ELMO, youtube.com videos (https://www.youtube.com/watch?v=IF2ZByWaUMI, https://www.youtube.com/watch?v=7bHSS1ImFQI). Accommodations/Modifications: In order to accommodate the students, the teacher will show the ‘Critical Words About Tornadoes’ worksheet on the SMARTboard using the ELMO. They will be able to use the words listed when writing their responses to the questions on the ‘Tornado In a Bottle’ worksheet. Attention Grabber: To gain the attention of the students, I will show a video provided by youtube.com explaining how tornadoes form. I will also introduce the lesson by explaining that everyone will be creating their own tornado in a jar and completing a worksheet based on what they see.

Review: In order to review for the lesson, I will bring up pictures of different weather related to warm and cold fronts. Also, as a class we will review the different formations of clouds. Finally, I will have the students get into groups of 3 or 4 and discuss the book “Tornadoes” by Gail Gibbons. Expectations: During this lesson, students should use technology such as the iPad and SMARTboard to gain knowledge on tornado formations as well as create their own personal tornado in a bottle to see how tornadoes move. Also, students will draw what they see in the bottle as well as answer questions relating to what they see. Rationale: This lesson allows the students in the classroom to use technology such as iPads and the classroom SMARTboard, to gain an idea on what a tornado is and how it is created. It will also allow students to learn about how tornadoes look and move by creating a hands-on opportunity for learning. The students will be able to see the formation of a tornado before and after it touches the ground. Also, by having them complete the ‘Tornado In a Bottle’ worksheet, they will critically think about how tornadoes form and the different elements involved in tornadoes. Finally, students must learn the concept of tornadoes because it is a natural occurrence in society that is not preventable and students need to know how they form, why they form, and the ways these natural disasters can affect communities like theirs. Modeling: To model for the students, I will show them a video downloaded on youtube.com (https://www.youtube.com/watch?v=IF2ZByWaUMI) on the SMARTboard to show them what we will be creating. I will get my materials under the ELMO (bottle, water, food coloring, dish soap, and glitter) and create my example of the ‘Tornado In a Bottle’ and show the students how to shake the bottle in order to get the tornado to form. I will then show them the ‘Tornado In a Bottle’ worksheet using the ELMO and the SMARTboard and explain the directions. Independent: For independent work, each student will gather the materials needed and create their own tornado in a bottle using the given instructions. The students will be required to read each step carefully and follow them in order. After the students have successfully created their own tornado, they will fill out the ‘Tornado In a Bottle’ worksheet according to their observations and results. Closing: For closing, I will have then students write their names on their bottle using a permanent marker. The students will engage in a discussion about the importance of this activity and how it helps them better understand the formation of tornadoes. They will share their observations and ask any questions they thought of while completing the activity. Lastly, the class will discuss the hazards of a tornado, as well as the importance of finding shelter if they ever were in a situation with a tornado. Name: _________________________ Date: ___________

Directions: Draw a picture of your tornado in a bottle in the box above then answer the following questions below. What did I do to create the tornado? ____________________________

___________________________________________________________________

_______________________________________________

What did I see in my bottle? ___________________________________

___________________________________________________________________

_______________________________________________

Materials Needed:

1. Water 2. A Clear plastic bottle with a cap (that will not leak) 3. Glitter 4. Dish washing liquid soap 5. Blue food coloring Instructions: 1. Fill the plastic bottle with water until it reaches three quarters full. 2. Add a few drops of dish washing liquid soap. 3. Sprinkle in a couple pinches of glitter. (This will make the tornado easier to see!) 4. Drop one drop of blue food coloring in the bottle 5. Put cap on tightly. 6. Turn the bottle upside down and hold it by the neck. 7. Quickly spin the bottle in a circular motion for a few seconds. 8. Stop and look inside to see if you can see a mini tornado forming in the water. 9. If needed, perform steps 5-7 again to see the tornado again.

Centrifugal force

Tornado Alley

Cool dry air

Warm humid air

Collision

Supercell

High winds

Low winds

Funnel cloud