Michelle Patinella
C & I 351
Science Unit Plan
Tornado Applet
Lesson #2- Researching Top US Killer Tornadoes and Broadcast
Time Frame:90 minutes (should take 2 class periods)
Objectives:
*Students will learn about the top 5 US killer tornadoes.
*Students will search the web and gather information and data charts of the tornadoes.
*Students will create a poster containing tornado information they have gathered.
*Students will prepare a classroom weathercast.
*Students will present a tornado broadcast.
Standards:
*Standard 12E: Know and apply the concepts that describe the features of the Earth and its resources. *11.A.2c- Construct charts and visualizations to display data
*11.A.2e Report and display the results of individual and group investigations
Materials: Internet accessible computers, poster board, markers
Procedure:
1. Divide students into five groups. Each group is assigned one of the top 5 US killer tornadoes: The Tri-State Tornado, The Natchez Tornado, The St. Louis/East St. Louis Tornado, The Tupelo Tornado, and The Gainesville Tornado.
2. Students will use the internet to gather information on their tornado. Students must find the following information: the date it struck, state(s) and town(s) it struck, time is stuck and how long it lasted, the number of people killed, the number of people injured, the damages totaled, the size of the tornado, the ranking in the F-scale. Also, students must find pictures, data charts, and a summary of what occurred.
3. Students compile and discuss their information.
4. Each group will present a broadcast using the data collected from their weather maps and charts/spread sheets and graphs. They should have computer printouts of all data and images they wish to present to the class as well as a group chart containing information about their tornado.
5. Using the information they gathered, students will include an interview segment in which one or more students play the role of the victim(s) of the tornado-hit town. They are to create a dialogue as though they had just survived the tornado. Emotions, reactions, fears, etc must be included in the dialogue.
6. Each group will present their broadcast in front of the class.
Assessment:Accuracy of tornado information- located on poster board and presented in broadcast
Sources Cited: