Alisa Potter

Webquest Lesson Plan Introduction Lesson topic Weather Phenomena Length of Lesson 45 minutes VA Standards of Learning 4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include a) weather phenomena; b) weather measurements and meteorological tools; and c) use of weather measurements and weather phenomena to make weather predictions. Context Students have learned about the different types of meteorological tools and how they are used to make weather predictions. They are in the process of gathering weather data use meteorology tools over a period of time and charting it. They have also learned about air pressure, the different cloud types, and different kinds of precipitation. Global Themes Severe weather systems can be dangerous but they can be predicted. Content Objectives Students will: Research hurricanes, tornadoes, and blizzards and describe the weather conditions associated with each, and explain why they occur. Utilize what they have researched about weather phenomena and use what they have already learned about weather measurements and meteorological tools to predict the type of storm based on given weather conditions. Assessment Aligned to Objectives Formative The teacher will ask questions and look for understanding of the definitions of the different kinds of storms, how they form, and what they produce during individual work and group discussions. Summative Students will complete the Severe Weather Systems Chart with definitions and explanations of each kind of storm and the weather conditions associated with each. Students will complete the Hurricane Expert, Tornado Expert or the Blizzard & Winter Storm charts depending on their chosen role. Every field will be filled out with detailed explanations. Students will submit a Make a prediction form found on the Process Day 3 page of the webquest. Materials/Technology and Advanced Preparation Webquest: http://4thgradeweatherexperts.weebly.com/

Alisa Potter

Computers/laptops with Internet access for each student (Flash Player will be needed so download before class, if it is not already installed). Headphones if available. Copies of Severe Weather Systems Chart for all students Copies of Expert Charts for each role. Copies of Rubric for all students.

Teaching and Learning Sequence

Day 1
TIME TEACHER ACTIONS Introduction/Anticipatory Set Day 1 STUDENT ACTIONS

10 mins

30 mins

Call students to carpet. Review weather tracking charts from ongoing weather investigation. Ask students to explain weather terms; high and low air pressure, precipitation, humidity, wind speed, anemometer, rain gauge, thermometer, barometer, etc. Transition by asking students if they have ever seen a mad scientist on TV or in a book. On the Smart Board/projector go to the Introduction page of the webquest and click on Dr. Doom to play. Explain that they will be working in groups of 3 to research hurricanes, tornadoes, and blizzards. Briefly explain what they will be doing on each day. Show students the 2 charts they will complete and explain how they will be assessed. Distribute Severe Weather Systems Chart and tell them that they will be filling out the first row today. Assign groups. Send students to their desk to begin the webquest. Instruct students to begin the webquest by going to the Task page then to Process Day 1 and follow the directions. Walk around to assist students and keep them on task. Have students meet with their groups to discuss and decide who will take each role.

Participate in review of weather tracking charts. Provide explanations of terms.

Go to seats.

Lesson Development Day 1

Begin webquest. Go to Task page and watch the Mission video. Go to the Process Day 1 page and follow instructions. Meet with groups. Discuss what they learned and decide who will get which role.

Closure Day 1

Alisa Potter

5 mins

Conduct a brief group discussion about the different severe weather systems.

Participate in discussion.

Day 2
TIME TEACHER ACTIONS Introduction/Anticipatory Set Day 2 STUDENT ACTIONS

5 mins

35 mins

Call students to carpet and tell them to bring their Severe Weather Systems Chart. Collaborate with students to write a definition for hurricanes, tornadoes, and blizzards on the Smart Board or chart paper. Distribute and explain the different Expert Charts according to each students role. Explain todays process and demonstrate how to get to the appropriate page in the webquest. Send students to their desks to begin Day 2 of the webquest. Have students start on Process Day 2 then click on the appropriate button to go to their expert page. Remind them to fill out the Expert Charts as they go. Walk around to assist students and keep them on task. Instruct students to get together with their fellow experts from the other groups to discuss and compare their findings.

Go to carpet and bring charts. Offer definitions and collaborate with the teacher to create a class definition of hurricanes, tornadoes, and blizzards.

Go to seats

Lesson Development Day 2

5 mins

Begin on Day 2 then click on the button to go to their expert page and follow directions Fill out Expert Charts. Get together with their fellow experts from the other groups to discuss and compare their findings.

Closure Day 2

Day 3
TIME TEACHER ACTIONS Introduction/Anticipatory Set Day 3 STUDENT ACTIONS

Call students to carpet. Call on students to share facts they found interesting from their research the previous day. Explain the final days task and how to complete the form with their predictions on Process Day 3 page of the webquest. Instruct students to get together with their groups and to bring their Severe Weather

Go to carpet and sit down. Volunteer to share interesting facts with the class about the storms they researched.

Lesson Development Day3

Get with groups. Share and discuss their

Alisa Potter

Systems Chart and their Expert Charts. Tell students to share their findings so that everyone can complete their Severe Weather Systems Chart. Have students work together to analyze and interpret the developing weather conditions to make a prediction about what type of weather system Dr. Doom is unleashing on the city. Have all students fill in the form at the bottom of the page with their prediction and explanation. When everyone has submitted the form, instruct the class to go to the conclusion page and play the video. Call students to carpet for debrief. Ask them to explain their predictions and how they decided. Ask what the conditions would be like if it was a hurricane or blizzard that was forming.

expert findings with group members. As a group look at the developing weather conditions and discuss what kind of storm is going to hit the city. Individually, complete the Make your prediction. form and submit. Wait for everyone to finish then go to conclusion page to watch the video.

Closure Day 3

Go to carpet and sit down. Explain predictions. Describe the weather conditions for hurricanes and blizzards.

Homework: None References Day 1: http://video.nationalgeographic.com/video/kids/forces-of-nature-kids/weather-101-kids/ http://www.enjoy.org/hstech/webclass04/thinkquest04/NaturalDisasters/hurrricane.html http://www.enjoy.org/hstech/webclass04/thinkquest04/NaturalDisasters/tornado.html http://www.enjoy.org/hstech/webclass04/thinkquest04/NaturalDisasters/Blizzard.html Day 2 Hurricanes: http://video.nationalgeographic.com/video/environment/environment-naturaldisasters/hurricanes/katrina-formation/ https://spark.ucar.edu/shortcontent/hurricanes http://teacher.scholastic.com/activities/wwatch/hurricanes/index.htm http://eo.ucar.edu/webweather/hurricane2.html http://www.nhc.noaa.gov/outreach/games/canelab.htm http://teacher.scholastic.com/activities/wwatch/hurricanes/words.htm Day 2 Tornadoes: http://video.nationalgeographic.com/video/environment/environment-naturaldisasters/tornadoes/tornadoes-101/ http://teacher.scholastic.com/activities/wwatch/tornadoes/ https://spark.ucar.edu/shortcontent/tornadoes

Alisa Potter

http://www.weatherwizkids.com/weather-tornado.htm http://whyfiles.org/013tornado/3.html http://teacher.scholastic.com/activities/wwatch/tornadoes/words.htm Day 2 Blizzards: http://www.youtube.com/watch?v=fL7eXnIqUV4 http://teacher.scholastic.com/activities/wwatch/winter_storms/index.htm https://spark.ucar.edu/shortcontent/blizzards http://eo.ucar.edu/webweather/blizzard2.html http://teacher.scholastic.com/activities/wwatch/investigate/weather_maker.htm http://teacher.scholastic.com/activities/wwatch/winter_storms/words.htm

Lesson Organizer
Prior Knowledge and NEW Instructional Content

Prior Knowledge:

Weather measurements and meteorological tools: Temperature is the measure of the amount of thermal energy in the atmosphere and is measured with a thermometer; analyze the changes in air pressure occurring over time, using a barometer, and predict what the changes mean in terms of changing weather patterns; Can measure wind speed with an anemometer; and can measure precipitation with a rain gauge or snow gauge. Air pressure is due to the weight of the air and is determined by several factors including the temperature of the air. Students can differentiate between the types of weather associated with high and low pressure air masses and are able to illustrate and label high and low pressure air masses and warm and cold fronts. A front is the boundary between air masses of different temperature and humidity. Students can differentiate between cloud types (i.e., cirrus, stratus, cumulus, and cumulo-nimbus clouds) and the associated weather. Cumulus clouds are fluffy and white with flat bottoms. They usually indicate fair weather. However, when they get larger and darker on the bottom, they become cumulo-nimbus clouds. Cumulo-nimbus clouds may produce thunderstorms. Stratus clouds are smooth, gray clouds that cover the whole sky (block out direct sunlight). Light rain and drizzle are usually associated with stratus clouds. Cirrus clouds are feathery clouds. They are associated with fair weather. Cirrus clouds often indicate that rain or snow will fall within several hours. Meteorologists use data to predict weather patterns. Students can compare and contrast the formation of different types of precipitation (e.g., rain, snow, sleet, and hail). Students are able to analyze and report information about temperature and precipitation on weather maps. New Content:

Alisa Potter

Extreme atmospheric conditions create various kinds of storms such as thunderstorms, hurricanes, and tornadoes. Students will be able to recognize a variety of storm types, describe the weather conditions associated with each, and explain when they occur (e.g., thunderstorms, hurricanes, and tornadoes). A hurricane is a swirling storm measuring 60-1,000 miles in diameter that forms over warm ocean waters. Hurricanes start life as a cluster of strong thunderstorms moving across the ocean, called a tropical disturbance or tropical wave. A tornado is a violently rotating column of air that descends from a thunderstorm. A blizzard is a storm with large amounts of snow or blowing snow, winds greater than 35 mph (56 kph), and visibility of less than mile (0.4 km) for at least three hours.
Instructional Modifications to ASSIST Students Main Events of Instruction Instructional Modifications to CHALLENGE Students

Resource websites are at varying reading levels ranging from 2nd to 5th grade according to the FleschKincaid scale and students may pick one to read for each expert role. Videos, readings, and online interactives are used to appeal to different kinds of learners. Experts may conference with peers from other groups to compare their findings. Students may work together to make their final predictions. Worksheets are open-ended.

Day 1 Review weather tracking charts. Begin webquest. Cover Introduction, Task, Process, and Day 1 pages. Fill out first row of Severe Weather Systems Chart. Choose roles. Conclude with class discussion. Day 2 As a class, write definitions for hurricanes, tornadoes, and blizzards. Webquest: Process Day 2 page. Conclude with students gathering in groups with fellow experts to discuss and compare findings. Day 3 Gather with groups to share and discuss findings. Complete Severe Weather Systems Chart. Analyze and interpret the developing weather conditions on Process Day 3 page of webquest with group. Independently complete Make your prediction. form on the bottom of Day 3 page.

Worksheets are open-ended. Varying range of reading levels of resource websites.

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View conclusion page. Conclude with group discussion.