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Tornados are formed inside powerful thunderstorms that produce funnel- shaped clouds of fury destroying anything in their path. What conditions are necessary.

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Presentation on theme: "Tornados are formed inside powerful thunderstorms that produce funnel- shaped clouds of fury destroying anything in their path. What conditions are necessary."— Presentation transcript:

1 Tornados are formed inside powerful thunderstorms that produce funnel- shaped clouds of fury destroying anything in their path. What conditions are necessary for the formation of tornados? 1111 2222 3333 6666 5555 4444 Next www.clipart.com

2 You will review the following web resources in order to increase your knowledge of tornados: All Stars Tornado Videos Be sure to ask your teacher which star you are for this activity. Click on your assigned star. 1111 2222 3333 6666 5555 4444 Next Courtesy of noaa

3 You will complete the following activities in order to refine your new learning: a. Complete Activity AActivity A b. Complete Activity B and Activity CActivity B and Activity C 1111 2222 3333 6666 5555 4444 Next

4 You will perform the following tasks in order to complete your assessment. a. Read an article on Tornado Alley b. Complete the Assessment Activity Assessment Activity 1111 2222 3333 6666 5555 4444 Next

5 Real World Applications: Tornados  Statistics and Tornados Statistics and Tornados  Safety and the Scientific Study of Tornados Safety and the Scientific Study of Tornados  Tornado Preparedness Tornado Preparedness 1111 2222 3333 6666 5555 4444 Next Courtesy of noaa

6 Teacher Notes: Objective: Students will be to examine characteristics of tornadoes in order to describe the conditions necessary for their formation. Differentiation: All students complete the same class work and assessment.However they are divided into gold and silver stars for reading. Gold stars read the site without any assistance whereas for silver stars the site Time Management Strategies: It is suggested that this activity This activity could also be conducted in groups of two students. Technology Infusion: The students will need to be introduced to drop-down menus and entering the text into the enabled areas. Students should also be familiar with opening hyperlinks in both the documents and in the Power point presentation. The students should also be familiar with tabs (sheets in excel), entering text in boxes, clicking into boxes AVID Strategy: The following AVID strategies are supported in this lesson: inquiry based learning, quick write (reaction and analysis) and use of Costas and Bloom questioning. Learning Styles: Field Dependent, Field independent, Visual and Reflective Learners, Global Understanding Maryland State Curriculum Goal: Standard 3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. Indicator 4. Interactions of Hydrosphere and Atmosphere #3: Identify and describe the atmospheric and hydrospheric conditions related to weather systems. Objectives d. Cite features that can be used as evidence to distinguish among the three Identify and describe weather patterns associated with high and low pressure systems and frontal systems. e. Identify and describe the atmospheric and hydrospheric conditions associated with the formation and development of hurricanes, tornadoes, and thunderstorms. Common Core Standards :Reading Standards for Literacy in Science and Technical Subjects 6–12 612345 Last update: May 2011 Created by Keishauna Banks BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.http://questioning.org/module2/quick.html Key Ideas and Details 1. Cite specific textual evidence to support analysis of science and technical texts. Craft and Structure 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. Integration of Knowledge and Ideas 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Range of Reading and Level of Text Complexity 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

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