Brief Description

Students will participate in a number of different activities in order to investigate tornadoes.  The students will learn basic facts about tornados in general and will also learn how a tornado is formed.  This will allow them to learn how a tornado compares and differs from a hurricane.  They will also illustrate the destruction of a tornado, and then produce a tornado of their own.

Standards and Frameworks

Technology Standards

3T-E2.  Use a variety of technology tools for data collection and analysis

1SC-E6.  Analyze scientific reports from magazines, television, or other media
3SC-E2.  Develop and use a systematic approach to analyze the risks associated with natural and biological disasters
RE-2.  Use reading strategies such as making inferences and predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions, and determining the author’s purpose and perspective to comprehend written selections.

Academic

• Students will be able to explain how a tornado is formed and how it compares to a hurricane.
• Illustrate the destruction of a tornado.
• Produce or create a tornado and discover facts about tornadoes.

• Students will be able to use technology to enhance the variety of resources to research tornadoes.

• Type in a URL address
• Play a video clip off the Internet

The Two Internet Stations

1. 2 computers connected to the intenet (4 work best - two stations for each activity)

1. 8 two-liter bottles
2. Washers to fit the top of bottles
3. Duct tape
4. Water

1. Colored pencils, crayons, etc...
2. Tornadoes, Kids Discover Magazine, 1998. 19 pages. - You can order this off the Internet.

• Pair groups so that strong readers can assist in reading
• Reduce the activites

1. Explain to students that they are going to be investigating tornadoes by several different activites.
2. Pass out the information packet - see attachment - where they will record the data found.
3. Go around the room explaing each station
Station 1 - Brain Pop - Internet station with video
Station 2 - Twister trouble - Tornadoes book by Discover Kids
Station 3 - Twister Tumbler - Produce a tornado
Station 4 - Tornado Magazine - Tornadoes book by Discover Kids
Station 5 - Twister fill in - Internet stationLet the kids have about 10-15 minutes per station to discover answers to the questions in the packet.
4. After the students are finished with there packets talk about the objectives and what station accomplished which objective.  Then talk about the value of each station.  Would they add or take away any of the stations.
5. Take some time to go through the question in the packet.

Observations of  students at stations
Final packet completed
Explanations of each station
Evaluation of each station - which station was the most meaningful.
Test

Teacher Name: Susie Gilbertson
Site: Harelson
Date Submitted: October 11, 2001