Hurricanes


Greg English
OAK PARK MIDDLE MIDDLE 


Overview:
Every year I begin my Louisiana studies with a quick overview of hurricanes since we live along the Gulf Coast and have been hit or skipped by storms such as Allison, Andrew, Katrina, and Rita. With school starting so early in hurricane season it makes since to forewarn students at directions, charting, wind speeds, and what to listen for on the news casts.
Approximate Duration:  7-10 days as needed
Content Standards:
  • Geography: Physical and Cultural Systems
         Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.
  • History: Time, Continuity, and Change
         Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.
Benchmarks:
  • G-1A-M2
         interpreting and developing maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns;
  • G-1A-M3
         organizing and displaying information about the location of geographic features and places by using mental mapping skills;
  • G-1B-M1
         explaining and analyzing both the physical and human phenomena associated with specific places, including precipitation and settlement patterns;
  • G-1B-M2
         identifying and describing significant physical features that have influenced historical events;
  • G-1D-M2
         explaining and giving examples of how characteristics of different physical environments affect human activities;
  • G-1D-M4
         identifying problems that relate to contemporary geographic issues and researching possible solutions.
  • H-1A-M4
         analyzing historical data using primary and secondary sources;
  • H-1D-M1
         describing the contributions of people, events, movements, and ideas that have been significant in the history of Louisiana;
  • H-1D-M4
         locating and describing Louisiana’s geographic features and examining their impact on people past and present;
Grade-Level Expectations (GLEs):
  • The World in Spatial Terms
    Grade 8

    2. Locate major landforms and geographic features, places, and bodies of water/waterways on a map of Louisiana

    (G-1A-M2)

    3. Construct a map based on given narrative information

    (G-1A-M2)

    4. Construct a chart or diagram to display geographical information in an organized way

    (G-1A-M2)
  • Places and Regions

    5. Describe and analyze the distinguishing physical and/or human characteristics of Louisiana regions

    (G-1B-M1)
  • Environment and Society

    17. Identify a contemporary Louisiana geographic issue, and research possible solutions

    (G-1D-M4)
  • Historical Thinking Skills

    67. Analyze given source material to identify opinion, propaganda, or bias

    (H-1A-M4)
Interdisciplinary Connections:  
  • English/Language Arts : Standard 1
         Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.
  • English/Language Arts : Standard 2
         Students write competently for a variety of purposes and audiences.
  • English/Language Arts : Standard 3
         Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.
Educational Technology Standards:  
  • Use information, media, and technology in a responsible manner which includes following the school's acceptable use policy, adhering to copyright laws, respecting the rights of others, and employing proper etiquette in all forms of communication.
  • Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
Objectives:
The student will...
1. use first hand knowledge of hurricane Rita to help chart and read current storms and weather forcasts.
2. better understand the terms used relating to hurricanes and storms along the coast
3. be able to inform parents of skills that may save them of family during an evacuation
Lesson Materials and Resources:
NOAA Charts and websites
Newspaper articles on hurricanes Audrey and Andrew
Local books and personal accounts
DVDs from local TV station
Technology Tools and Materials:

Hardware:
Overhead Projection unit
Computer(s)

Software:
Digital photos from Hurricane Rita
Videos and softball to chart incoming storms

Other:

Background Information:
Having lived thru Hurricane Rita, Andrew, Audrey, and many other storms I will use my first hand knowledge to tell "stories" of life at the times. Plus most of the current students experienced "life on the run" during hurricane Rita.
Lesson Procedures:
Day One: Every day we will open class with a daily Louisiana fact of the Day which students willl write in their agenda. (like a DOG), that will be followed by a daily 'LaGumbo' or question to answer and turn in. Pre-lesson, Power-Point covering classroom procedures and if time covering a Louisiana map of errors.

Day Two:(T) Every day we will open class with a daily Louisiana fact of the Day which students willl write in their agenda. (like a DOG), that will be followed by a daily 'LaGumbo' or question to answer and turn in. Lesson on Louisiana spelling words. Some classes may not be settled s of yet so part of theday may be part ' pre-lesson'.

Day Three: Every day we will open class with a daily Louisiana fact of the Day which students willl write in their agenda. (like a DOG), that will be followed by a daily 'LaGumbo' or question to answer and turn in. Cover the required supply list and parent info sheets with students. By now most classes should be settled.

Day Four: Every day we will open class with a daily Louisiana fact of the Day which students willl write in their agenda. (like a DOG), that will be followed by a daily 'LaGumbo' or question to answer and turn in. Lesson on how much "traking skills" the student knows, can they follow directions.

Day Five: Every day we will open class with a daily Louisiana fact of the Day which students willl write in their agenda. (like a DOG), that will be followed by a daily 'LaGumbo' or question to answer and turn in. Real work begins as students are required to individually draw a 'top view' of a hurricane and label the parts as we go over them from the projected power-point.

Day Six: Every day we will open class with a daily Louisiana fact of the Day which students willl write in their agenda. (like a DOG), that will be followed by a daily 'LaGumbo' or question to answer and turn in. Today work begins as students are required to individually draw a 'top Side-slice view' of a hurricane and label the parts as we go over them from the projected power-point.

Day Seven: Today we will look at what the weatherman sees and predicts from. Included will be top vies of Rita, Katrina, Gilbert, Andrew, and the radar view of Audrey.

Day Eight: Today students will make a construction-paper table-top model of the parts of a hurricane using on three sheets of consctrion paper. the trick is that they need four sheets (they think) and are only given three. What they are missing is the the 'eye' is hollow and you can see all the way through it leaving the table top as the fourth color.

Day Nine: Today we will discuss login to QuizLab, and what is on the teachers blackboard site and what they can get if they are absent. The QuizLab site is for extra credit. Current quizzes are about what we have been studing. (this lesson may be moved due to class interruptions by office)

Day Ten: Today we will tracking a hurricane on a map provided. The coordinates are actually that of hurricane Audrey and material will be posted onscreen.

Day Eleven: Today is undecided, based on class schedules, etc.

Assessment Procedures:
The students will do a series of storm drawings, various charts, a construction paper model, along with a couple of fact-finding tests, and a post about hurricanes.
Accommodations/Modifications:
This section is not needed since most of this section is individualized material and a lot of story telling.
          ----- written by Greg English  

Reproducible Materials:
Explorations and Extensions:
Students will be given the opporitunity to create a 5-10 slide power point about their experience during hurricane Rita.
Lesson Development Resources:
NOAA
Lake Charles American Press
Textbook
Personal information
Reflections:
Over the years I have taught this lesson the first week or two of school. It has given the students things to talk about with their parents since school begins in early to prime hurricane season. The main joy was hearing "what stories and facts they gave to their parents a couple of years ago" while the drove away from Calcasieu parish to get away from hurricane Rita. It all became important after the kids experience the problems of Katrina,

 

 

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