ALEX Unit Plan

     

Increasing Public Safety During Tornadoes

This Unit Plan provided by:
* elisa harris (Hartselle City, Hartselle City Board Of Education)
   Stephanie Roden (Hartselle City, Crestline Elementary School)
(* indicates Primary Author)
The event this resource created for: Not Applicable
Unit Plan Overview

After collecting information on climates in different geographic regions through digital sources, text, and illustrations, students will understand various natural disasters, as well as how and why they occur. Next, students will research the cause and effects of tornadoes and write a cause and effect two-paragraph essay. For the third lesson, students will research different designs of storm shelters and determine which storm shelter they feel has the best design. Students will research states with most occurrences of tornadoes and determine the ten states with the highest average of tornadoes over a certain time period and create bar and picture graphs of their findings. Students will research and use information from lesson three to sketch and create an engineering prototype of a structure which addresses a particular type of storm damage.  

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

Courses of Study Standards
English Language Arts
ELA2015 (2015)
Grade: 3
11 ) Determine the main idea of a text; recount the key details and explain how they support the main idea. [RI.3.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.11- Identify the main idea of an informational text; identify details in an informational text that support the main idea.


English Language Arts
ELA2015 (2015)
Grade: 3
16 ) Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [RI.3.7]

English Language Arts
ELA2015 (2015)
Grade: 3
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a]

b. Develop the topic with facts, definitions, and details. [W.3.2b]

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c]

d. Provide a concluding statement or section. [W.3.2d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.23- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


Social Studies
SS2010 (2010)
Grade: 3
Geographic and Historical Studies: People, Places, and Regions
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

Unpacked Content
Strand: Economics, Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence Of Student Attainment:
Students:
  • Investigate and explain ways to prepare for natural disasters.
Teacher Vocabulary:
  • flood-prone areas
  • earthquake insurance
  • flood insurance
  • hurricane shelters
  • tornado shelters
  • emergency
  • evacuation routes
Knowledge:
Students know:
  • Appropriate ways to prepare for natural disasters in order to minimize negative effects.
  • Vocabulary: flood prone areas, earthquake insurance, flood insurance, hurricane shelters, tornado shelters
Skills:
Students are able to:
  • Establish an emergency plan.
Understanding:
Students understand that:
  • There are appropriate ways to prepare for natural disasters in order to minimize negative effects.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.3.9- Participate in a classroom discussion about different types of natural disasters and ways to prepare for them.


Science
SC2015 (2015)
Grade: 3
14 ) Collect information from a variety of sources to describe climates in different regions of the world.

Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
Students:
  • Use books and other reliable media to gather information about climates in different regions of the world.
  • Evaluate the information in the resources to describe the climates in different regions.
Teacher Vocabulary:
  • Evaluate
  • Climates
  • Regions
  • Reliable media
  • Sources
Knowledge:
Students know:
  • Climate describes a range of an area's typical weather conditions and the extent to which those condition change over the years.
  • Books and other reliable media provide information that can be used to describe climates in different regions of the world.
  • Variations in climates within different regions of the world.
Skills:
Students are able to:
  • Identify reliable resources for gathering information.
  • Identify the different regions of the world and their climates.
  • Evaluate information in the resources.
  • Use information to describe the climates in different regions and their patterns.
Understanding:
Students understand that:
  • Patterns in climate can be used to make predictions about typical weather conditions in a region.
AMSTI Resources:
AMSTI Module:
Weather and Climate

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.14- Identify differences in climate regions (e.g., desert, oceans).


Science
SC2015 (2015)
Grade: 3
15 ) Evaluate a design solution (e.g., flood barriers, wind resistant roofs, lightning rods) that reduces the impact of a weather-related hazard.*


NAEP Framework
NAEP Statement::
E4.11: Humans depend on their natural and constructed environment. Humans change environments in ways that can either be beneficial or detrimental for themselves and other organisms.


Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Earth and Human Activity
Evidence Of Student Attainment:
Students:
  • Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Teacher Vocabulary:
  • Merit
  • Claim
  • Problem/solution
  • Design solution
  • Impact
  • Reduce
  • Weather-related hazard
Knowledge:
Students know:
  • Engineers design solutions to reduce the impact of weather related hazards.
  • Problems caused by weather related problems.
  • Humans can not eliminate natural hazards but can take steps to reduce their impacts.
  • Some design solutions are more effective than others.
Skills:
Students are able to:
  • Identify impacts of a weather related hazard.
  • Identify the effects of solutions to a problem that reduces the impact of a weather related hazard.
  • Make a claim about a designed solution that reduces the impact of a weather related hazard.
  • Communicate evidence to support the claim about a designed solution that reduces the impact of a weather related hazard.
Understanding:
Students understand that:
  • There are cause and effect relationships between weather-related hazards and design solutions created to reduce their impact.
  • There are benefits and risks to given solutions created when responding to the societal demand to reduce the impact of a hazard.
AMSTI Resources:
AMSTI Module:
Weather and Climate

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.15- Identify practices that keep people safe during severe weather.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer research questions.
  • curate information to present or share with others.
Teacher Vocabulary:
  • curate
  • keyword
  • search engine
  • database
Knowledge:
Students know:
  • that information to research questions can be obtained from digital sources.
  • how to use resources to organize information.
  • how to use resources to present or share with others.
Skills:
Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as the Alabama Virtual Library.
  • use additional words or punctuation to narrow search such as AND (+), OR, NOT (
  • ), and quotation marks.
  • organize information.
  • share information by creating a digital resource.
Understanding:
Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools using various forms of media.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • , using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains using digitial tools.
Teacher Vocabulary:
  • key ideas
  • informs
  • persuades
  • entertains
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
  • artifact
Knowledge:
Students know:
  • that digital tools are available that enable them to inform others.
  • that digital tools are available that enable them to persuade others.
  • that digital tools are available that enable them to entertain others.
  • how to locate directions or tutorials for working in digitial tools.
  • that communication has a specific purpose and audience.
  • that collaboration in digital tools can occur 24/7 in various locations.
Skills:
Students are able to:
  • design communications using various digital tools that informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • explain the purpose of an artifact they create.
  • collaborate with peers in an online environment.
Understanding:
Students understand that:
  • various digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • all communication has a purpose.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • conduct basic keyword searches to produce valid, appropraite results, and evaluate results for accuracy, relevance, and appropriateness.
Teacher Vocabulary:
  • keyword
  • search
  • valid
  • true
  • accuracy/accurate
  • relevance/relevant
Knowledge:
Students know:
  • strategies to conduct keyword searches.
  • strategies evaluate the accuracy of information.
  • not all information online is valid or true.
Skills:
Students are able to:
  • conduct basic keyword searches using basic words and phrases.
  • explain how they know information located online is valid or true.
Understanding:
Students understand that:
  • using specific keywords while searching will deliver best results.
  • not all information online is valid or true.
Mathematics
MA2019 (2019)
Grade: 3
16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

a. Determine a simple probability from a context that includes a picture.

b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.
Unpacked Content
Evidence Of Student Attainment:
Students
  • Organize data and draw a scaled picture graph (with scales other than 1) to represent a data set with several categories.
  • Organize data and draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.
  • Given a scaled picture graph or bar graph, solve one-And two-step problems using information presented in the graphs.
  • Determine simple probability from a context that includes a picture or information displayed in a graph.

  • Example: A picture graph displays data to represent the type of transportation for students traveling to school as 10 students walk, 8 students ride bikes, 38 ride the bus, and 12 ride in cars. Another student enrolls in school. What is the least likely way they will travel to school? Why?

    Note: Students are expected to reason about probability, not calculate a probability.
    Teacher Vocabulary:
    • Data set
    • Scale
    • Picture graph
    • Scaled bar graph
    • Category
    • Probability
    Knowledge:
    Students know:
    • Strategies for collecting, organizing, and recording data in picture graphs and bar graphs.
    • Describe and interpret data on picture and bar graphs.
    • Strategies for solving addition and subtraction one-And two-step problems.
    Skills:
    Students are able to:
    • Collect and categorize data to display graphically.
    • Draw a scaled picture graph (with scales other than 1) to represent a data set with several categories.
    • Draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.
    • Determine simple probability from a context that includes a picture.
      Example: A bar graph displays data to represent students' favorite colors with data showing 4 students choose red, 11 students choose blue, 2 students choose green, and 4 students choose purple. If Jamal is a student in the class, what do you think his favorite color might be? Why?
    • Solve one-And two-step "how many more" and "how many less" problems using information presented in scaled graphs.
    Understanding:
    Students understand that:
    • Questions concerning mathematical contexts can be answered by collecting and organizing data scaled pictographs and bar graphs.
    • Understand that logical reasoning and connections between representations provide justifications for solutions.
    Diverse Learning Needs:
    Essential Skills:
    Learning Objectives:
    M.3.16.1: Define picture graph, bar graph, and data.
    M.3.16.2: Interpret the data to solve problems.
    M.3.16.3: Identify the parts of a graph (x-axis, y-axis, title, key, equal intervals, labels).
    M.3.16.4: Locate the data on a picture graph and a bar graph.
    M.3.16.5: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
    M.3.16.6: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference.

    Prior Knowledge Skills:
    • Describe picture graph and bar graph.
    • Use vocabulary related to comparing data.
      Examples: more than, less than, most, least, equal.
    • Recognize attributes of data displays.
    • Locate information on data displays.
    • Classify objects into given categories.
    • Sort the categories by count.
    • Recognize different types of data displays.

    Alabama Alternate Achievement Standards
    AAS Standard:
    M.AAS.3.16 Measure lengths of objects using non standard tools (paper clips). Limit to whole numbers.
    M.AAS.3.17 Using vocalization, sign language, augmentative communication or assistive technology, represent and interpret data on a picture or bar graph when given a model or a graph to complete.


    Driving Skills
    21st Century Skills/Success Skills
    Collaboration/Team Work, Creativity, Communication, Critical Thinking/Problem Solving, Leadership, Time Management
    Essential Question/Challenging Problem

    What is the cause and effect of tornadoes in our region of the United States, and what design solution helps increase safety?

    Unit Culminating Product(s)
    Culminating Products - Individual

    In Lesson Two, students will use a graphic organizer when researching to aid them in writing a cause and effect two-paragraph essay. 

    In Lesson Three, students will use a graphic organizer to research tornado shelters and determine the pros and cons of each type of shelter: underground shelter, part of the house shelter, and prebuilt shelter. This graphic organizer will carry on into the next lessons. 

    Culminating Products - Group

    In Lesson One, students will create a half poster that depicts the climate that causes certain natural disasters to be more prevalent in that area.

    In Lesson Four, students will create bar and picture graphs displaying the top ten states with the most tornadoes with a partner.

    In Lesson Five, students will create and present a design sketch and design prototype of a tornado shelter in a group of three students.

    Unit Assessments
    Assessments Formative
    Journal/Learning Log, Concept Maps, Other
    Assessments Formative (Other)
    Padlet (exit ticket)
    Assessments Summative
    Written Product(s), with rubric, Oral Presentation, with rubric, Other Product(s) or Performance(s), with rubric:
    Unit Reflections
    Reflections Student
    Journal/Learning Log, Whole-Class Discussion
    Reflections Student (Other)
    Reflections Student Notes
    Reflections Teacher 1
    What were students able to do?
    Reflections Teacher 2
    What evidence do you have?
    Reflections Teacher 3
    Which students need additional instruction?
    Reflections Teacher 4
    How will the next lesson be adjusted to meet their needs?
    Career Readiness Indicators
    No Credentials Selected
    Attached Resources
    Lesson Plan
    1 : Exploring Nonfiction Texts to Determine How Climate Impacts Different Weather Phenomenon 
    2 : Tornadoes: Cause and Effect
    3 : Preparing for Natural Disasters: Tornado
    4 : Is My State at Risk for a Tornado?
    5 : Build a Better Shelter
    Learning Activity
    Linked Attachments
    No files currently attached to this Unit Plan.
    Planning Calendar
    UnitPlanCalendar.docx