Title: Super Storms
Author: Kaitlyn
Boswell
Subject: Language
Arts/Science
Grade Level: 4th Grade
Common Core Standard(s): CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ESS.8.4.10 Describe weather-related natural disasters
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ESS.8.4.10 Describe weather-related natural disasters
Lesson Goals: After reading the "Super Storms" book, the
students will discuss in individual groups what types of storms were mentioned
in the book, how they form, and which one is considered the most dangerous.
Once we return to whole group the students will write in their writing journal
about ONE type of storm mentioned and explain in detail its characteristics,
what causes it, where it is usually occurs in the U.S, and what type of damage
it causes.
Lesson Materials: Super Storms book, computers, writing journals,
pencils
Instructional Lesson Methods and
Assessment
Anticipatory Set
1.
I will start today’s lesson by
showing the students the cover of the book.
2. I will ask questions that get the students thinking about their prior knowledge.
·
What do you see happening on the
cover?
·
What kind of storm is this?
·
Do you see these types of storms
around where we live?
·
What other dangerous storms are
there? Think of some that you or your family might have seen on the news.
·
Which storm do you think is the most
dangerous? Why?
3. Then we will begin
"popcorn" reading "Super Storms" so that every student gets
a chance to read and follow along.
4. After the story, we will watch a
short YouTube video called "Natural Disasters"
5. I will ask questions about what was
read during and what occurred in the video to have a
whole-group
conversation.
·
Which storm forms on warm water?
·
A tornado can be nicknamed...?
·
How many categories of Hurricanes
are there?
·
What happens when it rains
constantly over a short period of time?
·
What two things are needed to create
severe tropical weather?
·
What is the center of a hurricane
called?
·
What is the calm part of a
hurricane? Most dangerous?
·
What is the funnel of a tornado also
called?
·
What is it called when ocean water
turns into a big wave and floods a big portion of land?
·
What causes a tsunami?
|
Introduce and Model New Knowledge
1. I will begin by asking students if they have ever seen or heard of a concept map.
2. I will give each student a worksheet that has a concept map with eight branches on it so they can begin their research
3. They might have done a concept map before, but if not I am going to explain step by step what to do.
4. After I explain how to do a concept map I will show a few examples on easy topics so the students will be able to comprehend what I am trying to explain to them.
5. I will then explain that to fill out the rest of the concept map we will go to the computer lab to research a storm that they want to learn more about and put down one fact about it in each of the eight bubbles.
|
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
|
1.1 Customize the Display of
Information.
By using the concept map
the students are organizing their thoughts and their research into sections. For those who have never used a concept map
before I will make sure to speak loud and clear so they will fully understand
their task at hand.
|
4.2 Provide Varied Ways to
Interact With Materials
The students are using a
concept map which is fairly new to them but they are also using a computer
and the book itself to find more information. This way I am making sure that
they are using different materials to find information.
|
7.1 Increase Individual Choice and
Autonomy
Students are in charge of
choosing what storm to research and how many facts they want to find. Since
they have freedom to choose I expect them to do the best of their ability.
|
|
3.3 Guide Information Processing
The
handout of the concept map will help guide the students in the right
direction and help them sort their facts that they find. This is a helpful
handout that will help them discover how to put their thoughts on paper
before they begin writing a paper.
|
6.4 Enhance Capacity for
Monitoring Progress
While each student is
filling out the same concept map I can will walk around and see where their
progress is at (how much they have done). My goal during this stage is to
keep them on track.
|
8.1 Heighten Salience of Goals and
Objectives
Before starting research
for the concept map I will tell the students that they must fill in each
bubble but if they found more facts that they wanted to use then they can
write them on the bottom of the page. This will give them the choice to
choose how many they want to have for their paper. Students set goals for their
selves to complete when having freedom to their own assignments.
|
Guided Practice
1. Before the decide the storm they want to explore more in depth into I will use the Elmo and place three of the handouts underneath and I will label each one with a different storm that I want them to research from.
2. I will ask for volunteers to come write on the white board where the handout is being projected to write one fact in a bubble on a storm of their choosing.
3. I will continue this until all three of the concept maps are filled out with different facts.
4. I will instruct the students to officially choose their storm.
5. Once they choose their storms the students will write down on the back of their concept map handout the facts that we came up with together as a whole-group.
6. For this part of the assignment I want the students to know that when they research facts I want them to find new facts for the concept map that were not mentioned in the classroom.
7.
To help guide students in the right direction I will
give them ideas on what to research.
·
What causes the storm?
·
What are some effects from the storm?
·
How dangerous are they?
·
Different names they go by?
·
Colors of the storm clouds?
|
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
|
1.3 Provide Alternatives for
Visual Information
By having the concept maps
on the board for the students to volunteer to come up and they get a
different view on the handout and are more likely to understand it.
|
4.1 Provide Varied Ways to Respond
They have their own
concept maps to take notes on the back of the page and they are able to step
up to the board and write facts in that concept map as well.
|
8.3 Foster Collaboration and
Communication
The students get an
opportunity to fill out a group concept map on the board and collaborate with
other students on ideas to put down for each storm.
|
|
3.4 Support Memory and Transfer
The students will transfer facts from what they
remember from the book to the concept maps on the board. This forces them to
dig into their memory and transfer what they know to the activity.
|
5.3 Provide Ways To Scaffold
Practice and Performance
We will walk through the steps of the concept map
together and then practice on the board as a whole group.
|
9.2 Scaffold Coping Skills and
Strategies
Students will use skills and strategies to work together
as a whole group and complete the concept maps.
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Independent Practice
1.
Once they understand what they are to do, we will move
into the computer lab to begin researching.
2.
After their concept map is filled out we will head
back to our classroom.
3.
I will begin by
asking them questions about what they learned from their research.
·
What storm did you choose?
·
What did you learn about that you did not know
before?
·
Is it dangerous?
·
How often do they occur?
·
When was the most recent storm?
4.
I will erase
the white board from our earlier concept map and then have students volunteer again
to come up and write on the white board something new they learned from
researching their storm.
5.
By doing this I’m letting all the students see how
their storm research relates to someone else’s and how the storms themselves
compare and contrast from one another.
6.
This allows them to be up and active. By doing it this
way students will be able to pay more attention to the lesson and there will be
less distractions.
|
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
|
2.5 Illustrate Key Concepts
Non-Linguistically
The students will link the information provided from the book and the
information from their research to form a concept map.
|
5.2 Provide Appropriate Tools For
Composition and Problem Solving
By allowing research on
the computer and by using the book, the students will be able to discover
cause and effect of storms and be able to ask questions and answer them.
|
7.2 Enhance Relevance, Value, and
Authenticity
Students are individually creating a concept map
which will end up having value to them and authenticity.
|
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3.2
Highlight Critical Features, Big Ideas, and Relationships
The concept map emphasizes important information/
facts that the children should know about storms.
|
6.3 Facilitate Managing
Information and Resources
The concept map will allow the students to keep
their information neat and handy for further instruction.
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7.3 Reduce Threats and
Distractions
Since they have a lot to do students will be too
busy creating concept maps and searching for information to be a distraction
to others and this will keep them out of harm’s way while they are doing this
assignment.
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Wrap-Up
1.
To wrap-up the lesson’s activities, I will
ask students questions how they felt about the activities and in general how
are the storms similar or different.
·
Did you like getting to research on your
own?
·
Did you find it hard or simple to come up
with your own opinions and ideas?
·
Name something that you learned from any
of the storms that you didn’t know before.
·
How do tornadoes and hurricanes compare?
Differ?
·
How do hurricanes and tsunamis compare?
Differ?
·
How do tornadoes and tsunamis compare?
Differ?
2.
I will announce to the students that I
will give them a new concept map and they will fill it out again, however this
time they will decide on eight facts out of what they researched and from the
facts that they wrote on the board before going to the computer lab.
3.
Once the new concept map is completed they
can begin their assessment.
|
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
|
3.3 Guide Information Processing
Asking questions about the
day’s lesson will guide them to think about what they learned during their
research.
|
6.1 Guide Effective Goal Setting
Discuss the concept maps and what was learned through the story and the
research.
|
8.3 Foster Collaboration and
Communication
By allowing students to collaborate and
communication with each other they are able to get more ideas and a deeper
understanding of the activity.
|
|
3.4 Support Memory and Transfer
The wrap-up questions will cause the students to
pull facts/answers from memory of what they researched and transfer them into
answers for all the students to understand.
|
6.3 Facilitate Managing
Information and Resources
Students are managing their new information by answering the wrap-up
questions I ask while referring to their concept maps.
|
8.4 Increase Mastery-Oriented
Feedback
While asking them questions and hearing their answers, I am able to provide
positive feedback and if needed guide them in the correct path so they understand
where they need more help or feel accomplished with their new knowledge.
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Assessment
1.
For the assessment the students will write
at least one page paper in their writing journals facts they found out about
the storm they researched.
2.
I will be looking for an introduction
paragraph, a body paragraph that includes at least five facts out of the eight
they found and a well written 4th grade conclusion. I will also be looking at their capitalization
and punctuation.
3.
Once they have completed their journal I
will ask them to raise their hand for me to come by and read it.
4.
If I feel they did plenty of research and
have few errors in their writing I will use my checklist and check off their
name as completed. If I feel a student could use a little more information or
had a few writing errors I will discuss with the student how they can enhance
their paper. Once they corrected their errors I will check their name off as complete.
·
Example Rubric:
|
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
|
3.2 Highlight Critical Features,
Big Ideas, and Relationships
Their paper will include critical information and big ideas about storms
so I can see what they discovered through their research.
|
6.1 Guide Effective Goal Setting
I will provide a writing rubric so they can
physically see what they need to make sure their paper includes.
|
8.4 Increase Mastery-Oriented
Feedback
Once their papers have been completed the students will expect feedback
regarding the rubric and how well they did on their papers.
|
|
3.4 Support
memory and transfer
The students are transferring their knowledge
from their research into their paper to show what they know.
|
6.2 Support
planning and strategy development
While they begin writing their paper I will
help them to understand what each paragraph should look like and include.
|
9.3 Develop Self-Assessment and
Reflection
Having the students write a paper will increase their self-assessment by
seeing how much they know about storms.
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UDL
Assignment Rubric
|
Evaluation
Areas
|
Exceeds
Expectations
A
|
Meets
Expectations
B
|
Does Not Meet
C
|
Points
|
||
|
|
25-23 points
|
22 -20 points
|
19- less
|
|
||
|
Multiple
Means of Representation
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
||
|
Multiple
Means of Action and Expression
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
||
|
Multiple
Means of Engagement
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
||
|
|
15-14
|
13-12
|
11-
|
|
||
|
Multimedia Elements
|
Project contains a wide variety of
graphic design elements: embedded videos, pictures, hyperlinks, clip art,
etc.
|
Project contains a few graphic design elements: embedded videos,
pictures, hyperlinks, clip art, etc.
|
Project contains a variety of graphic
design elements: embedded videos, pictures, hyperlinks, clip art, etc.
|
/15
|
||
|
|
10-9
|
8
|
7
|
|
||
|
Presentation
|
Overall editing is accurate and
presentation is effective (spelling, grammar, punctuation,
formatting, font, text size,
esthetics, etc)
|
Some basic editing and presentation mistakes
(spelling, grammar,
punctuation, formatting, font, text
size, esthetics, etc)
|
Several editing and presentation mistakes
|
/10
|
||
|
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Overall Total Points
|
/100
|
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UDL Principle
|
||||||||||||||||||||||||||||||||||||||||||||||||
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I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
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II. Multiple Means of Action and Expression
ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
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