Weather_SS_Lesson_Plan

Name: Dawn Rodekohr

Lesson Plan Title/Topic: Where is there extreme weather and what is the impact on us?

Grade: 3

// *Include BTS through the lesson plan // Region Worksheet Pencil/Paper U.S. Map (w/regions designated) || This portion of the unit will be taught on two separate days. The first part of the lesson will take 50-60 minutes. The second part of the lesson will take approximately 60 minutes with more time allowed if students need more time to finish. I will ask students if they can think of some extreme weather that we have been learning about. We will discuss some of the storms and where we think they may occur. I will tell students that they will be using laptops to research different storms and where they can be found as well as what happens when these storms hit. I will ask students if they have ever encountered these storms to engage them in the topic. I will divide students into groups of four and provide each group with a laptop. Students will be instructed to use the websites to gather information about which regions in the U.S. are affected by extreme storms. Students will be given a Worksheet to fill in information on each region and the storms that can be found there. During this time I will circulate to different groups to answer questions and keep students on task. I will ask different groups about a specific region and what they discovered about that region. There will be 5 different groups which I will associate with the 5 different regions. Each group will get an opportunity to report out on a specified region. I will ask students to remember the lesson about the regions of the U.S. that are affected by extreme storms. I will pass out a U.S. Regional Map and ask students to label which storms can be found in each region. Once students complete their maps, I will begin discussing the effects of storms on people. I will tell students that they will be working in groups again and doing research on some safety precautions that can be implemented in a specified region. I will ask students if they have any experience with storms and the safety precautions that people can take to be safe. I will then assign each group to a region in the U.S. and they will work together to make a safety pamphlet for an extreme storm that affects that particular region. I will break students into groups and hand out laptops to each group. Students will use the same websites to research safety precautions for different storms. I will circulate to each group to answer questions and keep students on task. I will gather students together to have them report out their findings. Each group will have the opportunity to share a few points from their pamphlet.
 * **Essential**
 * Question(s)** || * What regions in the United States are affected by extreme weather?
 * What is the impact on the people living in these regions? ||
 * **Objectives** || * Students will be able to identify different regions in the U.S. that are affected by extreme weather (blizzards, tornadoes, hurricanes) by labeling a map.
 * Students will explain how events (extreme storms) affect our lives by writing a safety pamphlet for people living in a specified region.
 * The key ideas in this lesson will be identifying specific regions, understanding the impact on people, and discover ways to help those affected by extreme weather. ||
 * **Assessment** || * Students will use a map of the United States to identify which regions are affected by extreme storms. Students will label different regions with the extreme storms that are found there. (see rubric)
 * Students will write a safety pamphlet for people in a specified region. Included in the pamphlet will be ways for people to prevent/minimize damage to property and to people as well as what to do to prepare for these storms. (see rubric) ||
 * **Standards** || === C&G 4 (3-4) –3 Students participate in a civil society by… a. identifying problems, planning and implementing solutions, __and evaluating the outcomes__ in the classroom, school, community, __state, nation, or world__ (e.g., problem of global warming/solutions - recycling, energy conservation) ===
 * C&G **** 5 (3-4) –1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by… ** a. __explaining how current events around the world affect our lives__ (e.g., trade, war, conflict-resolution, global warming) ||
 * **Opportunities to Learn** || * Students will use two different websites to research information about extreme weather (storms) that affect the United States. The websites are: [|www.ussartf.org] and [|www.weatherwizkids.com].
 * Students will fill in information on their worksheet about which regions experience different types of extreme weather.
 * Students will write different safety procedures for one region that is affected by an extreme storm. Students can include safety precautions for individuals as well as communities as a whole. Students will use this information to write a safety pamphlet for the region/community.
 * Students will correctly label regions of the U.S. that are affected by different extreme storms.
 * Students will work in groups of four for each activity (except the labeling of the regions). Students will work together to research different regions as well as construct a safety pamphlet. Students will be grouped in mixed level groups. Each group will include students that are at higher level and those that are lower. ||
 * **Materials** || Laptops for each group (5 total)
 * **Instructional Procedures** |||| //What activities will you and your students do and how are they connected to the objectives?// ||
 * //What will you be doing?// || //What will the students be doing?// ||
 * Part I **
 * OPENING (10 minutes) **
 * ENGAGEMENT ** ** (30-35 minutes) **
 * CLOSURE ** ** (10 minutes) **
 * Part II (to be done the next day) **
 * OPENING (10 minutes) **
 * ENGAGEMENT (35-45 minutes-can be extended if necessary) **
 * CLOSING (10 minutes) **

|| Students will begin the lesson at their desks. Once the Opening is done, students will move their desks into groups of four.

Students will help to identify the five different regions of the U.S. by drawing them on their map. Students will then brainstorm different types of extreme weather that they may know about. Students will be given the opportunity to share personal connections about storms they may have experience with.

Students will use the laptops to go on two different websites to gather information about extreme storms. Students will fill in their worksheet with information about each region and the storms that affect them. Students can fill in any information about the storms that they feel is important to know.

Students will report out information that they gathered in their groups. Once each group has had the opportunity to share their findings, students will move their desks back to get ready for the next task.

Students will recall the regions in the U.S. and recap which storms affect each region. Students will then individually label their map to assess what they have learned. Once they are finished, students will be given the opportunity to make personal connections to some safety precautions they have taken in case of extreme weather.

Students will use laptops to research safety precautions for their designated region/storm. Students will take notes on paper about their designated region. Once they complete their research/notes, students will work together to create a pamphlet of safety precautions.

Students will share their safety information with the rest of the class. Each student will share one point that is mentioned in their pamphlet. || <<Back to EDC 452 home page << Section 2 <<Group 2 << Social Studies