Total Duration: 
61 to 90 Minutes 
Materials and Resources: 
Technology devices for students Science journal Ruler Calculator Graph Paper Pencils Crayons, colored pencils, or markers Poster board 
Technology Resources Needed: 
Chromebooks, iPad, Computers for research Spreadsheet program (Excel, Google Sheets, etc.) Printer Projector (teacher) 
Background/Preparation: 
The teacher should ensure that Lessons 1, 2, and 3 from this Tornadoes unit have been taught prior to this lesson. During the previous lessons, students have had direct instruction on creating a spreadsheet and creating a graph using spreadsheet programs. In addition, students have received direct math instruction on calculating averages, creating bar graphs, and picture graphs to represent data. Students have previously been taught how to sort data in a spreadsheet. The teacher may need to review with students how to use the calculator to calculate averages in order to check averages from the spreadsheet.

Before the Activity: 1. The teacher will model how to use the calculator to compute averages. 2. The teacher will provide an example of a spreadsheet format for students to view. An example spreadsheet can be downloaded in the attachments section. 3. Students will predict which state they think will have the most tornadoes in their science journal. They will also predict where they believe their state (Alabama) will be ranked. During the Activity: 1. Explain to students that tornadoes are possible in all of the 50 states. 2. Students will work in pairs. 3. They will be reviewing information from the following two websites to record the number of tornadoes that have occurred in each state from 2011  2015. http://www.ustornadoes.com/2016/04/06/annualandmonthlytornadoaveragesacrosstheunitedstates/ https://www.ncdc.noaa.gov/climateinformation/extremeevents/ustornadoclimatology 4. Students will create a new spreadsheet document following the sample spreadsheet format provided via teacher projector. A link to a spreadsheet template can be accessed using the attached document. 5. Students will enter data collected into the spreadsheet. 6. Students will enter a formula provided by the teacher to calculate the average number of tornadoes for each state into the seventh column of the spreadsheet. 7. Students will sort the spreadsheet from greatest to smallest average. 8. Using the spreadsheet data, students will determine the top ten states with the highest average of tornado occurrences during the time frame. 9. Students will create a bar graph and a picture graph for the top ten states using the poster board, graph paper, colored pencils, pencils, and rulers. 10. Students will select the data for the top ten states and generate a bar graph using the spreadsheet program. 10. Students will print the graphs. After the Lesson: 1. In their science journals, students will compare the graphs they created with the computer generated graphs. Were the graphs similar? If not, what was the problem? 2. Students will address the following questions in their science journals: a) Did their data match their predictions about the state with the most tornadoes? b)Was their prediction concerning their home state correct? Were they close to their predictions? 
Attachments: **Some files will display in a new window. Others will prompt you to download. 
Assessment Strategies 
Formative Assessment: Science journal entries Summative Assessments: Group Posters created Digitally generated graphs Spreadsheets generated (correct information included) 
Acceleration: 
Students can conduct more internet research to gather 2016 tornado data. Students can look for geographic patterns in the top 1012 states with most tornadoes. Students can create a tornado safety brochure for people in these high risk states. 
Intervention: 
Students who need intervention strategies:

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with shortterm memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.
Presentation of Material  Environment 
Time Demands  Materials 
Attention  Using Groups and Peers 
Assisting the Reluctant Starter  Dealing with Inappropriate Behavior 